Using AI in Writing Class: Student Voices

Here's a post all about what my students said about learning with AI in Composition II

Every semester,

Eugenia Novokshanova

and I require our students to do a lot of metacognitive reflection in our course. We want to know what they are doing, how they are doing it, and what they think about what they are doing. We do both “in action” and “after action” metacognitive reflection.

The “in action” takes the form of at least ten footnotes in their papers about their process. What did they think about what they did? What type of logical appeals did they use and why? How did they find the sources they found? It’s both a window into their writing process as they write and a nifty sort of check-in to make sure they aren’t relying too heavily on AI in the writing of their papers.

The “after action” metacognitive reflection takes the form of a short writing activity at the end of each of our assignments. Students tell us how they felt about the assignment in the first stages, then it gets more complex and our questions get more specific and deeper. By the end of the course, they are pretty good and writing about their experiences. That is why the final is a long metacognitive reflection on their experience with the course. We want to know what they did right, what they learned, how they learned it, and what they thought about how we taught it. It helps us gage what we are doing and make changes throughout the course and for next semester.

This post is dedicated to my students, who gave me a lot of feedback about the use of GenAI in the class. Here are some of their impressions:

Student E: I Wasn’t Expecting AI in an English Course

𝐹𝑖𝑟𝑠𝑡𝑙𝑦, 𝐼 𝑤𝑎𝑛𝑡𝑒𝑑 𝑡𝑜 𝑔𝑒𝑡 𝑡ℎ𝑖𝑠 𝑜𝑢𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑤𝑎𝑦: 𝐼 𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒𝑙𝑦 𝑑𝑖𝑑 𝑁𝑂𝑇 𝑒𝑥𝑝𝑒𝑐𝑡 𝑡ℎ𝑖𝑠 𝑐𝑙𝑎𝑠𝑠 𝑡𝑜 ℎ𝑎𝑣𝑒 𝑎𝑛𝑦𝑡ℎ𝑖𝑛𝑔 𝑡𝑜 𝑑𝑜 𝑤𝑖𝑡ℎ 𝐴𝐼. 𝐼𝑓 𝑎𝑛𝑦 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑖𝑛 𝑠𝑐ℎ𝑜𝑜𝑙 𝑜𝑟 𝑐𝑜𝑙𝑙𝑒𝑔𝑒 𝑤𝑒𝑟𝑒 𝑡𝑜 𝑏𝑒 𝐴𝑛𝑡𝑖-𝐴𝑖, 𝑖𝑡 𝑤𝑜𝑢𝑙𝑑 𝑏𝑒 𝐸𝑛𝑔𝑙𝑖𝑠ℎ. 𝐵𝑢𝑡 𝑠𝑢𝑟𝑝𝑟𝑖𝑠𝑖𝑛𝑔𝑙𝑦 𝑒𝑛𝑜𝑢𝑔ℎ, 𝑡ℎ𝑒 ℎ𝑎𝑟𝑑𝑒𝑠𝑡 𝑎𝑛𝑑 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑦 𝑙𝑎𝑠𝑡 𝐸𝑛𝑔𝑙𝑖𝑠ℎ 𝑐𝑜𝑢𝑟𝑠𝑒 𝐼’𝑚 𝑡𝑎𝑘𝑖𝑛𝑔 𝑖𝑛 𝑚𝑦 𝑙𝑖𝑓𝑒 ℎ𝑎𝑠 𝑡𝑜 𝑑𝑜 𝑤𝑖𝑡ℎ 𝑢𝑠𝑖𝑛𝑔 𝑎𝑟𝑡𝑖𝑓𝑖𝑐𝑖𝑎𝑙 𝑖𝑛𝑡𝑒𝑙𝑙𝑖𝑔𝑒𝑛𝑐𝑒.

𝐼𝑛𝑠𝑡𝑒𝑎𝑑 𝑜𝑓 𝑏𝑒𝑖𝑛𝑔 𝑎𝑔𝑎𝑖𝑛𝑠𝑡 𝐴𝐼, 𝑃𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟 𝐾 𝑓𝑜𝑐𝑢𝑠𝑒𝑠 𝑜𝑛 𝑡𝑒𝑎𝑐ℎ𝑖𝑛𝑔 𝑢𝑠 ℎ𝑜𝑤 𝑡𝑜 𝑢𝑠𝑒 𝐴𝐼 𝑡ℎ𝑒 𝑟𝑖𝑔ℎ𝑡 𝑤𝑎𝑦. 𝐴 𝑤𝑎𝑦 𝑡ℎ𝑎𝑡 ℎ𝑒𝑙𝑝𝑠 𝑢𝑠 𝑙𝑒𝑎𝑟𝑛 𝑤ℎ𝑎𝑡 𝑤𝑒’𝑟𝑒 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑎𝑏𝑜𝑢𝑡 𝑎𝑛𝑑 ℎ𝑜𝑤 𝑡𝑜 𝑤𝑟𝑖𝑡𝑒 𝑖𝑡 𝑏𝑒𝑡𝑡𝑒𝑟. 𝑇ℎ𝑒 𝑤𝑎𝑦 𝐷𝑟. 𝐾 𝑤𝑒𝑛𝑡 𝑎𝑏𝑜𝑢𝑡 𝑡ℎ𝑖𝑠 𝑤𝑎𝑠 𝑠𝑜 𝑢𝑛𝑖𝑞𝑢𝑒 𝑏𝑢𝑡 𝑝𝑒𝑟𝑓𝑒𝑐𝑡, 𝑎𝑠 𝑡ℎ𝑖𝑠 𝑖𝑠 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝑤𝑒 𝑐𝑎𝑛 𝑐𝑎𝑟𝑟𝑦 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑟𝑒𝑠𝑡 𝑜𝑓 𝑜𝑢𝑟 𝑙𝑖𝑣𝑒𝑠! 𝐼𝑛𝑠𝑡𝑒𝑎𝑑 𝑜𝑓 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼 𝑡𝑜 𝑐ℎ𝑒𝑎𝑡, 𝑤𝑒 𝑎𝑟𝑒 𝑡𝑎𝑢𝑔ℎ𝑡 ℎ𝑜𝑤 𝑡𝑜 𝑢𝑠𝑒 𝑖𝑡 𝑒𝑡ℎ𝑖𝑐𝑎𝑙𝑙𝑦 𝑎𝑛𝑑 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛𝑎𝑙𝑙𝑦 𝑓𝑜𝑟 𝑜𝑢𝑟𝑠𝑒𝑙𝑣𝑒𝑠 𝑎𝑛𝑑 𝑜𝑡ℎ𝑒𝑟𝑠.

𝑂𝑛𝑒 𝑒𝑥𝑎𝑚𝑝𝑙𝑒 𝑖𝑠 𝑡ℎ𝑒 𝐴𝐼-𝑎𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛. 𝐸𝑣𝑒𝑛 𝑡ℎ𝑜𝑢𝑔ℎ 𝐼 ℎ𝑎𝑡𝑒𝑑 ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑡 𝑡𝑜𝑜𝑘 𝑡𝑜 𝑟𝑒𝑣𝑖𝑠𝑒 𝑎 𝑝𝑎𝑟𝑎𝑔𝑟𝑎𝑝ℎ, 𝑖𝑡 𝑖𝑠 𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒𝑙𝑦 𝑢𝑛𝑑𝑒𝑛𝑖𝑎𝑏𝑙𝑒 ℎ𝑜𝑤 ℎ𝑒𝑙𝑝𝑓𝑢𝑙 𝑖𝑡 𝑤𝑎𝑠. 𝐼’𝑣𝑒 𝑢𝑠𝑒𝑑 𝐴𝐼 𝑖𝑛 𝑚𝑎𝑛𝑦 𝑤𝑎𝑦𝑠, 𝑏𝑢𝑡 𝑡𝑜 ℎ𝑎𝑣𝑒 𝑖𝑡 𝑡𝑢𝑡𝑜𝑟 𝑚𝑒? 𝑇ℎ𝑎𝑡 𝑤𝑎𝑠 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝐼 ℎ𝑎𝑣𝑒𝑛’𝑡 𝑟𝑒𝑚𝑜𝑡𝑒𝑙𝑦 𝑡ℎ𝑜𝑢𝑔ℎ𝑡 𝑎𝑏𝑜𝑢𝑡 𝑎𝑛𝑑 𝑖𝑡 𝑖𝑠 𝑑𝑒𝑓𝑖𝑛𝑖𝑡𝑒𝑙𝑦 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝐼 𝑤𝑜𝑢𝑙𝑑 𝑐𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑑𝑜𝑖𝑛𝑔 𝑖𝑛 𝑡ℎ𝑒 𝑓𝑢𝑡𝑢𝑟𝑒. 𝐷𝑟 𝐾’𝑠 𝑖𝑑𝑒𝑎 𝑜𝑓 𝑡𝑒𝑎𝑐ℎ𝑖𝑛𝑔 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 ℎ𝑜𝑤 𝑡𝑜 𝑢𝑠𝑒 𝐴𝐼 𝑡ℎ𝑒 𝑟𝑖𝑔ℎ𝑡 𝑤𝑎𝑦 𝑤𝑎𝑠 𝑔𝑒𝑛𝑖𝑢𝑠 𝑎𝑛𝑑 𝑑𝑒𝑓𝑖𝑛𝑖𝑡𝑒𝑙𝑦 𝑏𝑟𝑜𝑢𝑔ℎ𝑡 𝑜𝑢𝑡 𝑎 𝑙𝑜𝑡 𝑜𝑓 𝑔𝑜𝑜𝑑 𝑓𝑟𝑜𝑚 𝑡ℎ𝑖𝑠 𝑐𝑜𝑢𝑟𝑠𝑒.

𝑀𝑦 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑎𝑛𝑑 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑐𝑎𝑡𝑖𝑜𝑛 𝑠𝑘𝑖𝑙𝑙𝑠 ℎ𝑎𝑣𝑒 𝑑𝑒𝑓𝑖𝑛𝑖𝑡𝑒𝑙𝑦 𝑒𝑣𝑜𝑙𝑣𝑒𝑑 𝑒𝑣𝑒𝑟 𝑠𝑖𝑛𝑐𝑒 𝐼 𝑤𝑎𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑖𝑛 𝑡ℎ𝑖𝑠 𝑐𝑜𝑢𝑟𝑠𝑒. 𝑇ℎ𝑒 𝐴𝑖-𝐴𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛, 𝑓𝑜𝑟 𝑒𝑥𝑎𝑚𝑝𝑙𝑒, 𝑡𝑎𝑢𝑔ℎ𝑡 𝑚𝑒 ℎ𝑜𝑤 𝑡𝑜 𝑖𝑚𝑝𝑟𝑜𝑣𝑒 𝑚𝑦 𝑓𝑙𝑎𝑤𝑠. 𝐹𝑢𝑛𝑛𝑦 𝑡ℎ𝑖𝑛𝑔 𝑖𝑠, 𝐼 𝑎𝑐𝑡𝑢𝑎𝑙𝑙𝑦 𝑢𝑠𝑒𝑑 𝑡ℎ𝑖𝑠 𝑚𝑒𝑡ℎ𝑜𝑑 𝑡𝑜 𝑖𝑚𝑝𝑟𝑜𝑣𝑒 𝑚𝑦 𝑐𝑜𝑚𝑚𝑜𝑛 𝑎𝑝𝑝 𝑐𝑜𝑙𝑙𝑒𝑔𝑒 𝑒𝑠𝑠𝑎𝑦. 𝐶𝑜𝑙𝑙𝑒𝑔𝑒𝑠 ℎ𝑎𝑣𝑒 𝑒𝑛𝑐𝑜𝑢𝑟𝑎𝑔𝑒𝑑 𝑢𝑠𝑖𝑛𝑔 𝐴𝑖 𝑡𝑜 𝑎𝑠𝑠𝑖𝑠𝑡 𝑦𝑜𝑢 𝑖𝑛 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑦𝑜𝑢𝑟 𝑒𝑠𝑠𝑎𝑦 𝑏𝑢𝑡 𝐼 𝑑𝑖𝑑𝑛’𝑡 𝑘𝑛𝑜𝑤 ℎ𝑜𝑤 𝑡𝑜 𝑑𝑜 𝑖𝑡 𝑢𝑛𝑡𝑖𝑙 𝐼 𝑐𝑎𝑚𝑒 𝑎𝑐𝑟𝑜𝑠𝑠 𝑡ℎ𝑖𝑠 𝑎𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡. 𝐼 𝑙𝑎𝑡𝑒𝑟 𝑝𝑟𝑜𝑚𝑝𝑡𝑒𝑑 𝐶ℎ𝑎𝑡𝐺𝑃𝑇 𝑡𝑜 𝑏𝑒 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑡𝑢𝑡𝑜𝑟 𝑎𝑔𝑎𝑖𝑛 𝑒𝑥𝑐𝑒𝑝𝑡 𝑡ℎ𝑖𝑠 𝑡𝑖𝑚𝑒, 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑚𝑒 𝑜𝑛 𝑚𝑦 𝑐𝑜𝑙𝑙𝑒𝑔𝑒 𝑒𝑠𝑠𝑎𝑦.

𝑈𝑠𝑖𝑛𝑔 𝐶ℎ𝑎𝑡𝐺𝑃𝑇’𝑠 𝑎𝑑𝑣𝑖𝑐𝑒 𝑜𝑛 ℎ𝑜𝑤 𝐼 𝑐𝑎𝑛 𝑖𝑚𝑝𝑟𝑜𝑣𝑒 𝑚𝑦 𝑒𝑠𝑠𝑎𝑦, 𝐼 𝑤𝑎𝑠 𝑎𝑏𝑙𝑒 𝑡𝑜 𝑓𝑖𝑛𝑎𝑙𝑖𝑧𝑒 𝑚𝑦 𝑒𝑠𝑠𝑎𝑦 𝑎𝑛𝑑 𝑖𝑡 𝑤𝑎𝑠 𝑚𝑖𝑛𝑑 𝑏𝑙𝑜𝑤𝑖𝑛𝑔 𝑐𝑜𝑚𝑝𝑎𝑟𝑒𝑑 𝑡𝑜 𝑚𝑦 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑒𝑠𝑠𝑎𝑦. 𝑀𝑦 𝑓𝑟𝑖𝑒𝑛𝑑𝑠, 𝑓𝑎𝑚𝑖𝑙𝑦 𝑚𝑒𝑚𝑏𝑒𝑟𝑠, 𝑎𝑛𝑑 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑤𝑒𝑟𝑒 𝑎𝑙𝑙 𝑖𝑚𝑝𝑟𝑒𝑠𝑠𝑒𝑑 𝑏𝑦 𝑚𝑦 𝑒𝑠𝑠𝑎𝑦. 𝐼 𝑎𝑙𝑠𝑜 𝑤𝑒𝑛𝑡 𝑜𝑛 𝑡𝑜 𝑠𝑢𝑔𝑔𝑒𝑠𝑡 𝑡ℎ𝑖𝑠 𝑚𝑒𝑡ℎ𝑜𝑑 𝑡𝑜 𝑜𝑡ℎ𝑒𝑟𝑠 𝑤ℎ𝑒𝑡ℎ𝑒𝑟 𝑖𝑡 𝑖𝑠 𝑓𝑜𝑟 𝑡ℎ𝑒𝑖𝑟 𝑠𝑐ℎ𝑜𝑜𝑙 𝑤𝑜𝑟𝑘 𝑜𝑟 𝑐𝑜𝑙𝑙𝑒𝑔𝑒 𝑒𝑠𝑠𝑎𝑦 𝑎𝑛𝑑 𝑡ℎ𝑒𝑦’𝑣𝑒 𝑎𝑙𝑙 𝑔𝑖𝑣𝑒𝑛 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑓𝑒𝑒𝑑𝑏𝑎𝑐𝑘. 𝑆𝑜𝑜𝑛 𝑒𝑛𝑜𝑢𝑔ℎ, 𝐼 𝑐𝑜𝑢𝑙𝑑 𝑖𝑛𝑑𝑒𝑝𝑒𝑛𝑑𝑒𝑛𝑡𝑙𝑦 𝑏𝑒 𝑎 𝑔𝑟𝑒𝑎𝑡 𝑤𝑟𝑖𝑡𝑒𝑟 𝑜𝑛 𝑚𝑦 𝑜𝑤𝑛 𝑤𝑖𝑡ℎ𝑜𝑢𝑡 𝑟𝑒𝑞𝑢𝑖𝑟𝑖𝑛𝑔 𝐶ℎ𝑎𝑡𝐺𝑃𝑇’𝑠 𝑡𝑢𝑡𝑜𝑟𝑖𝑛𝑔 𝑎𝑛𝑦 𝑙𝑜𝑛𝑔𝑒𝑟.

Student T: The Unexpected Study Buddy

𝑇ℎ𝑖𝑠 𝑐𝑜𝑢𝑟𝑠𝑒 𝑤𝑎𝑠 𝑎𝑚𝑎𝑧𝑖𝑛𝑔; 𝑖𝑡 𝑔𝑎𝑣𝑒 𝑚𝑒 𝑡ℎ𝑒 𝑐ℎ𝑎𝑛𝑐𝑒 𝑡𝑜 𝑒𝑥𝑝𝑙𝑜𝑟𝑒 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝐼 ℎ𝑎𝑑 𝑛𝑒𝑣𝑒𝑟 𝑠𝑒𝑟𝑖𝑜𝑢𝑠𝑙𝑦 𝑒𝑛𝑔𝑎𝑔𝑒𝑑 𝑤𝑖𝑡ℎ 𝑏𝑒𝑓𝑜𝑟𝑒: 𝑎𝑟𝑡𝑖𝑓𝑖𝑐𝑖𝑎𝑙 𝑖𝑛𝑡𝑒𝑙𝑙𝑖𝑔𝑒𝑛𝑐𝑒.

𝐼 𝑟𝑒𝑚𝑒𝑚𝑏𝑒𝑟 𝑡𝑟𝑦𝑖𝑛𝑔 𝑜𝑢𝑡 𝐶ℎ𝑎𝑡𝐺𝑃𝑇 1.0 𝑤ℎ𝑒𝑛 𝑖𝑡 𝑓𝑖𝑟𝑠𝑡 𝑐𝑎𝑚𝑒 𝑜𝑢𝑡 𝑎𝑛𝑑 𝑏𝑒𝑖𝑛𝑔 𝑑𝑖𝑠𝑎𝑝𝑝𝑜𝑖𝑛𝑡𝑒𝑑. 𝐴𝑡 𝑡ℎ𝑒 𝑡𝑖𝑚𝑒, 𝑖𝑡 𝑓𝑒𝑙𝑡 𝑐𝑙𝑢𝑛𝑘𝑦 𝑎𝑛𝑑 𝑙𝑖𝑚𝑖𝑡𝑒𝑑, 𝑎𝑛𝑑 𝐼 𝑓𝑜𝑢𝑛𝑑 𝑡ℎ𝑎𝑡 𝑡𝑒𝑎𝑐ℎ𝑖𝑛𝑔 𝑚𝑦𝑠𝑒𝑙𝑓 𝑤𝑎𝑠 𝑜𝑓𝑡𝑒𝑛 𝑚𝑜𝑟𝑒 𝑒𝑓𝑓𝑒𝑐𝑡𝑖𝑣𝑒. 𝐵𝑢𝑡 𝑡ℎ𝑖𝑛𝑔𝑠 ℎ𝑎𝑣𝑒 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑑𝑟𝑎𝑚𝑎𝑡𝑖𝑐𝑎𝑙𝑙𝑦. 𝑊𝑖𝑡ℎ 𝑡ℎ𝑒 𝑖𝑛𝑡𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 𝑜𝑓 𝑚𝑜𝑟𝑒 𝑎𝑑𝑣𝑎𝑛𝑐𝑒𝑑 𝑡𝑜𝑜𝑙𝑠 𝑙𝑖𝑘𝑒 𝐶ℎ𝑎𝑡𝐺𝑃𝑇 4.0, 𝑁𝑜𝑡𝑒𝑏𝑜𝑜𝑘𝐿𝑀, 𝑎𝑛𝑑 𝐺𝑜𝑜𝑔𝑙𝑒’𝑠 𝐺𝑒𝑚𝑖𝑛𝑖, 𝐼 𝑓𝑖𝑛𝑎𝑙𝑙𝑦 𝑏𝑒𝑔𝑎𝑛 𝑡𝑜 𝑢𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑡ℎ𝑒 𝑟𝑒𝑎𝑙 𝑝𝑜𝑤𝑒𝑟 𝑎𝑛𝑑 𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 𝑜𝑓 𝐴𝐼.

𝑇ℎ𝑒𝑠𝑒 𝑡𝑜𝑜𝑙𝑠 𝑎𝑟𝑒 𝑛𝑜 𝑙𝑜𝑛𝑔𝑒𝑟 𝑗𝑢𝑠𝑡 𝑖𝑚𝑎𝑔𝑖𝑛𝑎𝑡𝑖𝑜𝑛. 𝑇ℎ𝑒𝑦’𝑣𝑒 𝑏𝑒𝑐𝑜𝑚𝑒 𝑝𝑜𝑤𝑒𝑟𝑓𝑢𝑙 𝑎𝑠𝑠𝑖𝑠𝑡𝑎𝑛𝑡𝑠 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 ℎ𝑒𝑙𝑝 𝑚𝑒 𝑙𝑒𝑎𝑟𝑛 𝑓𝑎𝑠𝑡𝑒𝑟, 𝑤𝑜𝑟𝑘 𝑚𝑜𝑟𝑒 𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡𝑙𝑦, 𝑎𝑛𝑑 𝑒𝑣𝑒𝑛 𝑔𝑒𝑛𝑒𝑟𝑎𝑡𝑒 𝑛𝑒𝑤 𝑖𝑑𝑒𝑎𝑠 𝐼 𝑤𝑜𝑢𝑙𝑑𝑛'𝑡 ℎ𝑎𝑣𝑒 𝑐𝑜𝑚𝑒 𝑢𝑝 𝑤𝑖𝑡ℎ 𝑜𝑛 𝑚𝑦 𝑜𝑤𝑛. 𝑊ℎ𝑎𝑡 𝑟𝑒𝑎𝑙𝑙𝑦 𝑚𝑎𝑑𝑒 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒, 𝑡ℎ𝑜𝑢𝑔ℎ, 𝑤𝑎𝑠 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 ℎ𝑜𝑤 𝑡𝑜 𝑢𝑠𝑒 𝐴𝐼 𝑒𝑓𝑓𝑒𝑐𝑡𝑖𝑣𝑒𝑙𝑦, 𝑛𝑜𝑡 𝑗𝑢𝑠𝑡 𝑝𝑎𝑠𝑠𝑖𝑣𝑒𝑙𝑦 𝑐𝑜𝑛𝑠𝑢𝑚𝑒 𝑖𝑡𝑠 𝑜𝑢𝑡𝑝𝑢𝑡𝑠, 𝑏𝑢𝑡 𝑎𝑐𝑡𝑖𝑣𝑒𝑙𝑦 𝑔𝑢𝑖𝑑𝑒 𝑖𝑡.

𝑇ℎ𝑖𝑠 𝑐𝑜𝑢𝑟𝑠𝑒 ℎ𝑒𝑙𝑝𝑒𝑑 𝑚𝑒 𝑟𝑒𝑎𝑙𝑖𝑧𝑒 𝑡ℎ𝑎𝑡 𝐴𝐼 𝑖𝑠 𝑎 𝑡𝑜𝑜𝑙, 𝑛𝑜𝑡 𝑎 𝑐𝑟𝑢𝑡𝑐ℎ. 𝐼𝑡’𝑠 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝑡ℎ𝑎𝑡 𝑠ℎ𝑜𝑢𝑙𝑑 𝑤𝑜𝑟𝑘 𝑓𝑜𝑟 𝑚𝑒, 𝑛𝑜𝑡 𝑟𝑒𝑝𝑙𝑎𝑐𝑒 𝑚𝑦 𝑡ℎ𝑖𝑛𝑘𝑖𝑛𝑔. 𝑂𝑛𝑐𝑒 𝐼 𝑙𝑒𝑎𝑟𝑛𝑒𝑑 ℎ𝑜𝑤 𝑡𝑜 𝑎𝑠𝑘 𝑡ℎ𝑒 𝑟𝑖𝑔ℎ𝑡 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠, 𝑔𝑖𝑣𝑒 𝑐𝑙𝑒𝑎𝑟 𝑖𝑛𝑠𝑡𝑟𝑢𝑐𝑡𝑖𝑜𝑛𝑠, 𝑎𝑛𝑑 𝑒𝑣𝑎𝑙𝑢𝑎𝑡𝑒 𝑡ℎ𝑒 𝑟𝑒𝑠𝑝𝑜𝑛𝑠𝑒𝑠 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙𝑙𝑦, 𝐼 𝑓𝑒𝑙𝑡 𝑚𝑢𝑐ℎ 𝑚𝑜𝑟𝑒 𝑐𝑜𝑛𝑓𝑖𝑑𝑒𝑛𝑡 𝑖𝑛 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼 𝑎𝑐𝑟𝑜𝑠𝑠 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑎𝑟𝑒𝑎𝑠 𝑜𝑓 𝑚𝑦 𝑙𝑖𝑓𝑒.

𝐼𝑛𝑠𝑡𝑒𝑎𝑑 𝑜𝑓 𝑏𝑒𝑖𝑛𝑔 𝑖𝑛𝑡𝑖𝑚𝑖𝑑𝑎𝑡𝑒𝑑 𝑜𝑟 𝑠𝑘𝑒𝑝𝑡𝑖𝑐𝑎𝑙, 𝐼 𝑛𝑜𝑤 𝑠𝑒𝑒 𝐴𝐼 𝑎𝑠 𝑎𝑛 𝑒𝑥𝑡𝑒𝑛𝑠𝑖𝑜𝑛 𝑜𝑓 𝑚𝑦 𝑐𝑎𝑝𝑎𝑏𝑖𝑙𝑖𝑡𝑖𝑒𝑠, 𝑎 𝑝𝑎𝑟𝑡𝑛𝑒𝑟 𝑖𝑛 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔, 𝑐𝑟𝑒𝑎𝑡𝑖𝑣𝑖𝑡𝑦, 𝑎𝑛𝑑 𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑣𝑖𝑡𝑦. 𝑇ℎ𝑖𝑠 𝑐𝑜𝑢𝑟𝑠𝑒 𝑑𝑖𝑑𝑛’𝑡 𝑗𝑢𝑠𝑡 𝑖𝑛𝑡𝑟𝑜𝑑𝑢𝑐𝑒 𝑚𝑒 𝑡𝑜 𝐴𝐼. 𝐼𝑡 𝑡𝑎𝑢𝑔ℎ𝑡 𝑚𝑒 ℎ𝑜𝑤 𝑡𝑜 𝑡𝑎𝑘𝑒 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑜𝑓 𝑖𝑡.

Student A: How My Use of AI Changed

𝐵𝑒𝑓𝑜𝑟𝑒 𝑡ℎ𝑖𝑠 𝑐𝑜𝑢𝑟𝑠𝑒, 𝐼 𝑟𝑒𝑎𝑙𝑙𝑦 𝑑𝑖𝑑 𝑛𝑜𝑡 𝑘𝑛𝑜𝑤 ℎ𝑜𝑤 𝑡𝑜 𝑢𝑠𝑒 𝐴𝐼 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑚𝑒 𝑤𝑖𝑡ℎ 𝑚𝑦 𝑤𝑜𝑟𝑘. 𝐼 𝑘𝑛𝑒𝑤 𝐼 𝑐𝑜𝑢𝑙𝑑 𝑡𝑒𝑙𝑙 𝑖𝑡 𝑡𝑜 𝑤𝑟𝑖𝑡𝑒 𝑎𝑏𝑜𝑢𝑡 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝑜𝑟 𝑡𝑜 𝑖𝑛𝑓𝑜𝑟𝑚 𝑚𝑒 𝑜𝑓 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔, 𝑏𝑢𝑡 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 𝑜𝑛𝑙𝑦 𝑔𝑒𝑡 𝑦𝑜𝑢 𝑠𝑜 𝑓𝑎𝑟. 𝑊ℎ𝑒𝑛 𝐼 𝑤𝑒𝑛𝑡 𝑡ℎ𝑟𝑜𝑢𝑔ℎ 𝑎𝑛𝑑 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑑 𝑡ℎ𝑒 𝐴𝐼 𝑎𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛𝑠, 𝑖𝑡 𝑜𝑝𝑒𝑛𝑒𝑑 𝑚𝑦 𝑒𝑦𝑒𝑠 𝑡𝑜 ℎ𝑜𝑤 𝐴𝐼 𝑐𝑎𝑛 𝑤𝑜𝑟𝑘 𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑎𝑙𝑜𝑛𝑔𝑠𝑖𝑑𝑒 𝑦𝑜𝑢 𝑡𝑜 𝑏𝑒𝑡𝑡𝑒𝑟 𝑣𝑜𝑖𝑐𝑒 𝑦𝑜𝑢𝑟 𝑤𝑜𝑟𝑑𝑠 𝑤𝑖𝑡ℎ𝑜𝑢𝑡 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑙𝑦 𝑟𝑒𝑙𝑦𝑖𝑛𝑔 𝑜𝑛 𝑖𝑡 𝑓𝑜𝑟 𝑐𝑟𝑒𝑎𝑡𝑖𝑣𝑖𝑡𝑦.

𝑅𝑒𝑎𝑑𝑖𝑛𝑔 𝑡ℎ𝑟𝑜𝑢𝑔ℎ 𝑡ℎ𝑒 𝑑𝑒𝑡𝑎𝑖𝑙𝑒𝑑 𝑎𝑛𝑑 𝑑𝑒𝑐𝑖𝑠𝑖𝑣𝑒 𝑝𝑟𝑜𝑚𝑝𝑡 𝑒𝑥𝑎𝑚𝑝𝑙𝑒 𝑤𝑒 𝑤𝑒𝑟𝑒 𝑔𝑖𝑣𝑒𝑛 𝑡𝑜 𝑢𝑠𝑒 𝑚𝑎𝑑𝑒 𝑚𝑒 𝑠𝑒𝑒 ℎ𝑜𝑤 𝐼 𝑐𝑎𝑛 𝑠𝑝𝑒𝑐𝑖𝑓𝑦 𝑒𝑥𝑎𝑐𝑡𝑙𝑦 ℎ𝑜𝑤 𝐼 𝑤𝑎𝑛𝑡 𝐴𝐼 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑚𝑒 𝑤𝑖𝑡ℎ𝑜𝑢𝑡 ℎ𝑎𝑣𝑖𝑛𝑔 𝑡𝑜 ℎ𝑜𝑝𝑒 𝑖𝑡 𝑑𝑜𝑒𝑠 𝑤ℎ𝑎𝑡 𝐼 𝑤𝑎𝑛𝑡. 𝐶𝑜𝑢𝑝𝑙𝑒𝑑 𝑤𝑖𝑡ℎ 𝑡ℎ𝑎𝑡 𝑤𝑎𝑠 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝑡𝑜 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑐𝑎𝑡𝑒 𝑤𝑖𝑡ℎ 𝐴𝐼 𝑒𝑡ℎ𝑖𝑐𝑎𝑙𝑙𝑦, 𝑡ℎ𝑎𝑡 𝐼 ℎ𝑎𝑑 𝑛𝑒𝑣𝑒𝑟 𝑏𝑒𝑒𝑛 𝑡𝑎𝑢𝑔ℎ𝑡 𝑏𝑒𝑓𝑜𝑟𝑒. 𝐼 ℎ𝑎𝑑 𝑜𝑛𝑙𝑦 ℎ𝑒𝑎𝑟𝑑 𝑛𝑒𝑣𝑒𝑟 𝑡𝑜 𝑢𝑠𝑒 𝐴𝐼, 𝑎𝑛𝑑 𝑠𝑜 𝐼 𝑛𝑒𝑣𝑒𝑟 𝑏𝑜𝑡ℎ𝑒𝑟𝑒𝑑 𝑡𝑜 𝑡𝑖𝑛𝑘𝑒𝑟 𝑤𝑖𝑡ℎ 𝑖𝑡 𝑡𝑜 𝑖𝑚𝑝𝑟𝑜𝑣𝑒 𝑚𝑦 𝑤𝑜𝑟𝑘. 𝑇ℎ𝑖𝑠 𝑚𝑒𝑎𝑛𝑠 𝐼 𝑛𝑒𝑣𝑒𝑟 𝑙𝑒𝑎𝑟𝑛𝑒𝑑 𝑡ℎ𝑎𝑡 𝐼 𝑐𝑜𝑢𝑙𝑑 𝑢𝑠𝑒 𝐴𝐼 𝑎𝑠 𝑚𝑢𝑐ℎ 𝑎𝑠 𝐼 𝑤𝑎𝑛𝑡 𝑖𝑛 𝑚𝑦 𝑤𝑜𝑟𝑘 (𝑜𝑓 𝑐𝑜𝑢𝑟𝑠𝑒 𝑤ℎ𝑒𝑟𝑒 𝑎𝑙𝑙𝑜𝑤𝑒𝑑 𝑖𝑛 𝑤𝑜𝑟𝑘 𝑎𝑛𝑑 𝑠𝑐ℎ𝑜𝑜𝑙) 𝑎𝑠 𝑙𝑜𝑛𝑔 𝑎𝑠 𝐼 𝑎𝑚 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑐𝑎𝑡𝑖𝑛𝑔 ℎ𝑜𝑤 𝐼 𝑢𝑠𝑒𝑑 𝑖𝑡 𝑒𝑓𝑓𝑒𝑐𝑡𝑖𝑣𝑒𝑙𝑦.

𝑇ℎ𝑜𝑠𝑒 𝑡𝑟𝑎𝑛𝑠𝑝𝑎𝑟𝑒𝑛𝑐𝑦 𝑠𝑡𝑎𝑡𝑒𝑚𝑒𝑛𝑡𝑠 𝑤𝑒𝑟𝑒 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝐼 𝑛𝑒𝑣𝑒𝑟 𝑒𝑣𝑒𝑛 𝑐𝑜𝑛𝑠𝑖𝑑𝑒𝑟𝑒𝑑 𝑎𝑛𝑑 𝑛𝑜𝑤 𝑤𝑖𝑙𝑙 𝑏𝑒 𝑎𝑛 𝑖𝑛𝑡𝑒𝑔𝑟𝑎𝑙 𝑝𝑎𝑟𝑡 𝑜𝑓 𝑚𝑦 𝑓𝑢𝑡𝑢𝑟𝑒 𝑒𝑛𝑑𝑒𝑎𝑣𝑜𝑟𝑠 𝑤𝑖𝑡ℎ 𝐴𝐼. 𝑇ℎ𝑖𝑠 𝑎𝑙𝑙 𝑐𝑎𝑚𝑒 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑚𝑒 𝑏𝑒𝑡𝑡𝑒𝑟 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑐𝑎𝑡𝑒 𝑚𝑦 𝑖𝑑𝑒𝑎𝑠 𝑎𝑛𝑑 𝑡𝑟𝑎𝑛𝑠𝑝𝑎𝑟𝑒𝑛𝑐𝑦 𝑡𝑜 𝑎 𝑤𝑖𝑑𝑒𝑟 𝑎𝑢𝑑𝑖𝑒𝑛𝑐𝑒 𝑡ℎ𝑎𝑡 𝐼 ℎ𝑎𝑑 𝑛𝑒𝑣𝑒𝑟 𝑏𝑒𝑓𝑜𝑟𝑒 𝑡𝑎𝑘𝑒𝑛 𝑎 𝑠𝑤𝑖𝑛𝑔 𝑎𝑡 𝑖𝑛 𝑜𝑡ℎ𝑒𝑟 𝑤𝑜𝑟𝑘𝑠 𝑓𝑜𝑟 𝑜𝑡ℎ𝑒𝑟 𝑐𝑜𝑛𝑡𝑒𝑥𝑡𝑠.

Student H: AI as “Collaborator,” Me as “Main Author.”

𝑅𝑎𝑡ℎ𝑒𝑟 𝑡ℎ𝑎𝑛 𝑠𝑒𝑒𝑖𝑛𝑔 𝐴𝐼 𝑡𝑜𝑜𝑙𝑠 𝑎𝑠 𝑠ℎ𝑜𝑟𝑡𝑐𝑢𝑡𝑠, 𝐼 𝑏𝑒𝑔𝑎𝑛 𝑡𝑜 𝑡ℎ𝑖𝑛𝑘 𝑜𝑓 𝑡ℎ𝑒𝑚 𝑎𝑠 𝑐𝑜𝑙𝑙𝑎𝑏𝑜𝑟𝑎𝑡𝑜𝑟𝑠 𝑜𝑟 𝑝𝑎𝑟𝑡𝑛𝑒𝑟𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑝𝑟𝑜𝑐𝑒𝑠𝑠. 𝑊𝑖𝑡ℎ 𝑡ℎ𝑒 𝐴𝐼 𝑠𝑢𝑔𝑔𝑒𝑠𝑡𝑖𝑜𝑛𝑠, 𝐼 ℎ𝑎𝑣𝑒 𝑠𝑝𝑜𝑡𝑡𝑒𝑑 𝑎𝑟𝑒𝑎𝑠 𝐼 𝑚𝑖𝑠𝑠𝑒𝑑, 𝑎𝑛𝑑 𝑎𝑡 𝑡𝑖𝑚𝑒𝑠, 𝑠𝑖𝑚𝑝𝑙𝑦 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼 𝑜𝑓𝑓𝑒𝑟𝑒𝑑 𝑓𝑟𝑒𝑠ℎ 𝑖𝑑𝑒𝑎𝑠 𝑡𝑜 𝑖𝑚𝑝𝑟𝑜𝑣𝑒 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔.

𝑇ℎ𝑖𝑠 𝑒𝑥𝑝𝑒𝑟𝑖𝑒𝑛𝑐𝑒 𝑖𝑙𝑙𝑢𝑠𝑡𝑟𝑎𝑡𝑒𝑑 𝑓𝑜𝑟 𝑚𝑒 𝑎 𝑑𝑒𝑒𝑝𝑒𝑟 𝑝𝑜𝑖𝑛𝑡 𝑎𝑏𝑜𝑢𝑡 𝑑𝑖𝑔𝑖𝑡𝑎𝑙 𝑙𝑖𝑡𝑒𝑟𝑎𝑐𝑦 𝑤ℎ𝑖𝑐ℎ 𝑖𝑛𝑣𝑜𝑙𝑣𝑒𝑠 𝑐𝑜𝑛𝑡𝑒𝑛𝑡 𝑐𝑟𝑒𝑎𝑡𝑖𝑜𝑛 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑡𝑜 𝑒𝑛ℎ𝑎𝑛𝑐𝑒 𝑎𝑛𝑑 𝑟𝑒𝑓𝑖𝑛𝑒 𝑡ℎ𝑎𝑡 𝑐𝑜𝑛𝑡𝑒𝑛𝑡 𝑤𝑖𝑡ℎ 𝑑𝑖𝑔𝑖𝑡𝑎𝑙 𝑡𝑜𝑜𝑙𝑠, 𝑡𝑜 𝑢𝑡𝑖𝑙𝑖𝑧𝑒 𝑑𝑖𝑔𝑖𝑡𝑎𝑙 𝑡𝑜𝑜𝑙𝑠 𝑎𝑠 𝑝𝑎𝑟𝑡𝑠 𝑜𝑓 𝑎 𝑝𝑟𝑜𝑐𝑒𝑠𝑠, 𝑎𝑠 𝑜𝑝𝑝𝑜𝑠𝑒𝑑 𝑡𝑜 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑒𝑣𝑒𝑟𝑦𝑡ℎ𝑖𝑛𝑔 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑎𝑛𝑑 𝑛𝑜𝑣𝑒𝑙. 𝑊ℎ𝑖𝑙𝑒 𝐴𝐼 𝑤𝑜𝑟𝑘𝑒𝑑 𝑡𝑜 𝑒𝑛ℎ𝑎𝑛𝑐𝑒 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔, 𝑖𝑡 𝑚𝑒𝑟𝑒𝑙𝑦 𝑎𝑐𝑡𝑒𝑑 𝑡𝑜 𝑖𝑚𝑝𝑟𝑜𝑣𝑒 𝑡ℎ𝑒 𝑐𝑟𝑒𝑎𝑡𝑖𝑣𝑒 𝑖𝑛𝑝𝑢𝑡 𝐼 𝑜𝑓𝑓𝑒𝑟𝑒𝑑 𝑎𝑠 𝑡ℎ𝑒 𝑚𝑎𝑖𝑛 𝑎𝑢𝑡ℎ𝑜𝑟.

𝑇ℎ𝑖𝑠 𝑑𝑒𝑚𝑜𝑛𝑠𝑡𝑟𝑎𝑡𝑒𝑠 ℎ𝑜𝑤 𝑡𝑒𝑐ℎ𝑛𝑜𝑙𝑜𝑔𝑦 𝑐𝑎𝑛 𝑐𝑟𝑒𝑎𝑡𝑒 𝑐𝑜𝑛𝑑𝑖𝑡𝑖𝑜𝑛𝑠 𝑓𝑜𝑟 𝑐𝑟𝑒𝑎𝑡𝑖𝑣𝑖𝑡𝑦 𝑡𝑜 𝑓𝑙𝑜𝑢𝑟𝑖𝑠ℎ 𝑎𝑛𝑑 𝑖𝑚𝑝𝑎𝑐𝑡 𝑡ℎ𝑒 𝑞𝑢𝑎𝑙𝑖𝑡𝑦 𝑜𝑓 𝑑𝑖𝑔𝑖𝑡𝑎𝑙 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑐𝑎𝑡𝑖𝑣𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠 𝑤ℎ𝑖𝑙𝑒 𝑝𝑟𝑒𝑠𝑒𝑟𝑣𝑖𝑛𝑔 𝑡ℎ𝑒 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑝𝑢𝑟𝑝𝑜𝑠𝑒 𝑜𝑓 𝑖𝑛𝑡𝑒𝑔𝑟𝑖𝑡𝑦.

Student S: AI Tutoring Changed How I Write

𝐼 𝑏𝑒𝑙𝑖𝑒𝑣𝑒 𝐴𝐼-𝑎𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛 𝑤𝑎𝑠 𝑜𝑛𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑚𝑜𝑠𝑡 𝑢𝑠𝑒𝑓𝑢𝑙 𝑎𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡𝑠 𝑖𝑛 ℎ𝑒𝑙𝑝𝑖𝑛𝑔 𝑚𝑒 𝑖𝑚𝑝𝑟𝑜𝑣𝑒 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔. 𝐵𝑦 𝑎𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝐴𝐼 𝑡𝑜 𝑎𝑐𝑡 𝑎𝑠 𝑎 𝑡𝑢𝑡𝑜𝑟 𝑟𝑎𝑡ℎ𝑒𝑟 𝑡ℎ𝑎𝑛 𝑠𝑖𝑚𝑝𝑙𝑦 𝑎 𝑡𝑜𝑜𝑙 𝑓𝑜𝑟 𝑔𝑒𝑛𝑒𝑟𝑎𝑡𝑖𝑛𝑔 𝑡𝑒𝑥𝑡, 𝐼 𝑤𝑎𝑠 𝑎𝑏𝑙𝑒 𝑡𝑜 𝑖𝑑𝑒𝑛𝑡𝑖𝑓𝑦 𝑤𝑒𝑎𝑘𝑛𝑒𝑠𝑠𝑒𝑠 𝑖𝑛 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑎𝑛𝑑 𝑎𝑐𝑡𝑖𝑣𝑒𝑙𝑦 𝑎𝑑𝑑𝑟𝑒𝑠𝑠 𝑡ℎ𝑒𝑚 𝑚𝑦𝑠𝑒𝑙𝑓 𝑟𝑎𝑡ℎ𝑒𝑟 𝑡ℎ𝑎𝑛 𝑟𝑒𝑙𝑦𝑖𝑛𝑔 𝑜𝑛 𝐴𝐼 𝑡𝑜 𝑑𝑜 𝑖𝑡 𝑓𝑜𝑟 𝑚𝑒.

𝑂𝑣𝑒𝑟 𝑡ℎ𝑒 𝑐𝑜𝑢𝑟𝑠𝑒 𝑜𝑓 𝑓𝑜𝑢𝑟 𝐴𝐼-𝑎𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛 𝑎𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡𝑠, 𝐼 𝑔𝑟𝑎𝑑𝑢𝑎𝑙𝑙𝑦 𝑖𝑚𝑝𝑟𝑜𝑣𝑒𝑑, 𝑒𝑎𝑐ℎ 𝑡𝑖𝑚𝑒 𝑏𝑒𝑐𝑜𝑚𝑖𝑛𝑔 𝑏𝑒𝑡𝑡𝑒𝑟 𝑎𝑡 𝑖𝑛𝑡𝑒𝑟𝑝𝑟𝑒𝑡𝑖𝑛𝑔 𝑎𝑛𝑑 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑡𝑜 𝐴𝐼 𝑠𝑢𝑔𝑔𝑒𝑠𝑡𝑖𝑜𝑛𝑠 𝑡𝑜 𝑟𝑒𝑓𝑖𝑛𝑒 𝑚𝑦 𝑒𝑠𝑠𝑎𝑦𝑠 𝑎𝑐𝑐𝑜𝑟𝑑𝑖𝑛𝑔𝑙𝑦. 𝐵𝑒𝑦𝑜𝑛𝑑 ℎ𝑒𝑙𝑝𝑖𝑛𝑔 𝑚𝑒 𝑔𝑟𝑜𝑤 𝑎𝑠 𝑎 𝑤𝑟𝑖𝑡𝑒𝑟, 𝑡ℎ𝑖𝑠 𝑎𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 𝑎𝑙𝑠𝑜 𝑖𝑛𝑡𝑟𝑜𝑑𝑢𝑐𝑒𝑑 𝑚𝑒 𝑡𝑜 𝑎 𝑛𝑒𝑤 𝑤𝑎𝑦 𝑜𝑓 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼, 𝑛𝑜𝑡 𝑗𝑢𝑠𝑡 𝑎𝑠 𝑎 𝑔𝑒𝑛𝑒𝑟𝑎𝑡𝑖𝑣𝑒 𝑡𝑜𝑜𝑙, 𝑏𝑢𝑡 𝑎𝑠 𝑎𝑛 𝑖𝑛𝑡𝑒𝑟𝑎𝑐𝑡𝑖𝑣𝑒 𝑡𝑢𝑡𝑜𝑟 𝑡ℎ𝑎𝑡 𝐼 𝑐𝑎𝑛 𝑎𝑝𝑝𝑙𝑦 𝑖𝑛 𝑜𝑡ℎ𝑒𝑟 𝑐𝑙𝑎𝑠𝑠𝑒𝑠 𝑎𝑠 𝑤𝑒𝑙𝑙.

𝑂𝑣𝑒𝑟𝑎𝑙𝑙, 𝐼’𝑣𝑒 𝑔𝑟𝑜𝑤𝑛 𝑎𝑛𝑑 𝑙𝑒𝑎𝑟𝑛𝑒𝑑 𝑎 𝑙𝑜𝑡 𝑡ℎ𝑟𝑜𝑢𝑔ℎ 𝑡ℎ𝑖𝑠 𝑐𝑙𝑎𝑠𝑠. 𝑁𝑜𝑡 𝑜𝑛𝑙𝑦 ℎ𝑎𝑠 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑖𝑚𝑝𝑟𝑜𝑣𝑒𝑑, 𝑏𝑢𝑡 𝑚𝑦 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡𝑠 ℎ𝑎𝑣𝑒 𝑏𝑟𝑜𝑎𝑑𝑒𝑛𝑒𝑑, 𝑚𝑦 𝑟𝑒𝑠𝑒𝑎𝑟𝑐ℎ 𝑚𝑒𝑡ℎ𝑜𝑑𝑠 ℎ𝑎𝑣𝑒 𝑏𝑒𝑐𝑜𝑚𝑒 𝑚𝑜𝑟𝑒 𝑟𝑒𝑓𝑖𝑛𝑒𝑑, 𝑎𝑛𝑑 𝑚𝑦 𝑝𝑒𝑟𝑠𝑝𝑒𝑐𝑡𝑖𝑣𝑒 𝑜𝑛 𝐴𝐼 ℎ𝑎𝑠 𝑠ℎ𝑖𝑓𝑡𝑒𝑑. 𝑊ℎ𝑎𝑡 𝐼 𝑜𝑛𝑐𝑒 𝑣𝑖𝑒𝑤𝑒𝑑 𝑎𝑠 𝑠𝑜𝑙𝑒𝑙𝑦 𝑎 𝑔𝑒𝑛𝑒𝑟𝑎𝑡𝑖𝑣𝑒 𝑡𝑜𝑜𝑙, 𝐼 𝑛𝑜𝑤 𝑟𝑒𝑐𝑜𝑔𝑛𝑖𝑧𝑒 𝑎𝑠 𝑎 𝑝𝑜𝑤𝑒𝑟𝑓𝑢𝑙 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑎𝑖𝑑—𝑜𝑛𝑒 𝑡ℎ𝑎𝑡 𝑒𝑛ℎ𝑎𝑛𝑐𝑒𝑠 𝑟𝑎𝑡ℎ𝑒𝑟 𝑡ℎ𝑎𝑛 𝑟𝑒𝑝𝑙𝑎𝑐𝑒𝑠 𝑡ℎ𝑜𝑢𝑔ℎ𝑡𝑓𝑢𝑙 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛 𝑎𝑛𝑑 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑐𝑎𝑡𝑖𝑜𝑛.

Student O: Thinking Critically with AI

𝑆𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 𝑡ℎ𝑎𝑡 𝐼 𝑓𝑜𝑢𝑛𝑑 𝑒𝑥𝑡𝑟𝑒𝑚𝑒𝑙𝑦 ℎ𝑒𝑙𝑝𝑓𝑢𝑙 𝑡ℎ𝑖𝑠 𝑠𝑒𝑚𝑒𝑠𝑡𝑒𝑟 𝑤𝑎𝑠 𝑡ℎ𝑒 𝐴𝐼 𝑎𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛𝑠. 𝐼 ℎ𝑎𝑑 𝑛𝑒𝑣𝑒𝑟 𝑟𝑒𝑎𝑙𝑙𝑦 𝑢𝑠𝑒𝑑 𝐴𝐼 𝑏𝑒𝑓𝑜𝑟𝑒, 𝑎𝑛𝑑 𝑡ℎ𝑖𝑠 𝑎𝑙𝑙𝑜𝑤𝑒𝑑 𝑚𝑒 𝑡𝑜 𝑛𝑜𝑡 𝑜𝑛𝑙𝑦 𝑏𝑒𝑐𝑜𝑚𝑒 𝑚𝑜𝑟𝑒 𝑐𝑜𝑚𝑓𝑜𝑟𝑡𝑎𝑏𝑙𝑒 𝑤𝑖𝑡ℎ 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼 𝑏𝑢𝑡 𝑎𝑙𝑠𝑜 𝑎𝑙𝑙𝑜𝑤𝑒𝑑 𝑚𝑒 𝑡𝑜 𝑡ℎ𝑖𝑛𝑘 𝑚𝑜𝑟𝑒 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙𝑙𝑦 𝑎𝑏𝑜𝑢𝑡 𝑤ℎ𝑎𝑡 𝑎𝑛𝑑 ℎ𝑜𝑤 𝐼 𝑤𝑟𝑖𝑡𝑒.

𝑇ℎ𝑟𝑜𝑢𝑔ℎ 𝑡ℎ𝑒 𝑢𝑠𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑟𝑜𝑚𝑝𝑡𝑠 𝑡ℎ𝑎𝑡 𝑦𝑜𝑢 𝑝𝑟𝑜𝑣𝑖𝑑𝑒𝑑 𝑚𝑒 𝑡ℎ𝑟𝑜𝑢𝑔ℎ𝑜𝑢𝑡 𝑡ℎ𝑒 𝑠𝑒𝑚𝑒𝑠𝑡𝑒𝑟, 𝐼 𝑤𝑎𝑠 𝑎𝑏𝑙𝑒 𝑡𝑜 𝑒𝑡ℎ𝑖𝑐𝑎𝑙𝑙𝑦 𝑢𝑠𝑒 𝐴𝐼 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑚𝑎𝑘𝑒 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛𝑠 𝑜𝑓 𝑚𝑦 𝑒𝑠𝑠𝑎𝑦𝑠, 𝑎𝑛𝑑 𝑖𝑛 𝑡ℎ𝑒𝑠𝑒 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛𝑠 𝑡ℎ𝑒 𝐴𝐼 𝑤𝑜𝑢𝑙𝑑 𝑛𝑒𝑣𝑒𝑟 𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑡𝑒𝑙𝑙 𝑚𝑒 𝑒𝑥𝑎𝑐𝑡𝑙𝑦 𝑤ℎ𝑎𝑡 𝑡𝑜 𝑐ℎ𝑎𝑛𝑔𝑒; 𝑖𝑡 𝑤𝑜𝑢𝑙𝑑 𝑗𝑢𝑠𝑡 𝑔𝑖𝑣𝑒 𝑎 𝑔𝑟𝑎𝑦𝑖𝑠ℎ 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑤ℎ𝑎𝑡 𝑡𝑜 𝑑𝑜.

𝑇ℎ𝑖𝑠 𝑓𝑜𝑟𝑐𝑒𝑑 𝑚𝑒 𝑡𝑜 𝑡ℎ𝑖𝑛𝑘 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙𝑙𝑦 𝑎𝑏𝑜𝑢𝑡 ℎ𝑜𝑤 𝐼 𝑛𝑒𝑒𝑑 𝑡𝑜 𝑠𝑎𝑦 𝑤ℎ𝑎𝑡 𝐼 𝑎𝑚 𝑠𝑎𝑦𝑖𝑛𝑔 𝑠𝑜 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑎𝑢𝑑𝑖𝑒𝑛𝑐𝑒 𝑎𝑠 𝑎 𝑤ℎ𝑜𝑙𝑒 𝑐𝑎𝑛 𝑢𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑎𝑛𝑑 𝑠𝑜 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑒𝑠𝑠𝑎𝑦 𝑓𝑙𝑜𝑤𝑠 𝑎𝑛𝑑 𝑖𝑠 𝑤𝑟𝑖𝑡𝑡𝑒𝑛 𝑤𝑖𝑡ℎ 𝑡ℎ𝑒 𝑢𝑡𝑚𝑜𝑠𝑡 𝑠𝑘𝑖𝑙𝑙. 𝐼𝑛 𝑡ℎ𝑒𝑠𝑒 𝐴𝐼 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛𝑠 𝐼 ℎ𝑎𝑑 𝑡𝑜 𝑟𝑒𝑎𝑟𝑟𝑎𝑛𝑔𝑒 𝑠𝑒𝑛𝑡𝑒𝑛𝑐𝑒𝑠 𝑡𝑜 𝑔𝑒𝑡 𝑚𝑦 𝑚𝑒𝑠𝑠𝑎𝑔𝑒 𝑎𝑐𝑟𝑜𝑠𝑠; 𝑖𝑛 𝑠𝑜𝑚𝑒 𝑖𝑛𝑠𝑡𝑎𝑛𝑐𝑒𝑠 𝐼 ℎ𝑎𝑑 𝑡𝑜 𝑟𝑒𝑤𝑟𝑖𝑡𝑒 𝑒𝑛𝑡𝑖𝑟𝑒 𝑝𝑎𝑟𝑎𝑔𝑟𝑎𝑝ℎ𝑠 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 𝐼 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑙𝑦 𝑚𝑒𝑠𝑠𝑒𝑑 𝑡ℎ𝑒𝑚 𝑢𝑝. 𝐼 ℎ𝑎𝑑 𝑡𝑜 𝑑𝑜 𝑡ℎ𝑖𝑠 𝑎 𝑐𝑜𝑢𝑝𝑙𝑒 𝑜𝑓 𝑡𝑖𝑚𝑒𝑠 𝑤ℎ𝑒𝑛 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑚𝑦 𝑇𝑜𝑢𝑙𝑚𝑖𝑛 𝑎𝑟𝑔𝑢𝑚𝑒𝑛𝑡.

𝑂𝑣𝑒𝑟𝑎𝑙𝑙, 𝑡ℎ𝑒 𝐴𝐼 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛𝑠 ℎ𝑎𝑠 𝑟𝑒𝑞𝑢𝑖𝑟𝑒𝑑 𝑚𝑒 𝑡𝑜 𝑡ℎ𝑖𝑛𝑘 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙𝑙𝑦 𝑎𝑏𝑜𝑢𝑡 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑎𝑛𝑑 ℎ𝑎𝑠 𝑚𝑎𝑑𝑒 𝑚𝑒 𝑎𝑛 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑏𝑒𝑡𝑡𝑒𝑟 𝑤𝑟𝑖𝑡𝑒𝑟, ℎ𝑜𝑝𝑒𝑓𝑢𝑙𝑙𝑦 𝑡𝑜 𝑡ℎ𝑒 𝑝𝑜𝑖𝑛𝑡 𝑤ℎ𝑒𝑟𝑒 𝐼 𝑤𝑖𝑙𝑙 𝑛𝑜𝑡 𝑛𝑒𝑒𝑑 𝑡𝑜 𝑠𝑝𝑒𝑛𝑑 𝑠𝑜 𝑚𝑢𝑐ℎ 𝑡𝑖𝑚𝑒 𝑜𝑛 𝑡ℎ𝑒 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛𝑠 𝑎𝑛𝑑 𝑏𝑒 𝑐𝑜𝑛𝑓𝑖𝑑𝑒𝑛𝑡 𝑡ℎ𝑎𝑡 𝑚𝑦 𝑒𝑠𝑠𝑎𝑦 𝑖𝑠 𝑡ℎ𝑒 𝑏𝑒𝑠𝑡 𝐼 𝑐𝑜𝑢𝑙𝑑 𝑏𝑒.

Student V: That Probing AI that is Never Satisified

For me, the most difficult assignment in this class was the AI Assisted Revision. It seems simple at the surface--just follow the steps the AI gives you to revise. Instead, the AI asks deep, probing questions that make you think about your work in ways you wouldn’t have thought of before.

I used Claude 3.7 to revise my work, and it asked me about every source I used, its relevance, and whether my interpretations were logical. These questions, along with the additional suggestions it made, were extremely helpful in forming high quality interpretations of my sources in ways that made sense, rather than just going with whatever came to mind. It got annoying at times, and I felt like nothing I said would satisfy the AI, so I think the prompt used for revisions may need some revision itself, but overall this assignment made me rethink the way I write and revise.

Student L: These Tools Became Part of My Writing Process

𝘓𝘦𝘢𝘳𝘯𝘪𝘯𝘨 𝘩𝘰𝘸 𝘵𝘰 𝘶𝘴𝘦 𝘈𝘐 𝘪𝘯 𝘌𝘯𝘨𝘭𝘪𝘴𝘩 𝘸𝘳𝘪𝘵𝘪𝘯𝘨 𝘢𝘯𝘥 𝘭𝘦𝘢𝘳𝘯𝘪𝘯𝘨 𝘸𝘢𝘴 𝘵𝘩𝘦 𝘮𝘰𝘴𝘵 𝘧𝘶𝘯 𝘱𝘢𝘳𝘵. 𝘐 𝘳𝘦𝘮𝘦𝘮𝘣𝘦𝘳 𝘵𝘩𝘦 𝘧𝘪𝘳𝘴𝘵 𝘤𝘭𝘢𝘴𝘴 𝘸𝘩𝘦𝘯 𝘵𝘰𝘯𝘴 𝘰𝘧 𝘈𝘐 𝘵𝘰𝘰𝘭𝘴 𝘢𝘯𝘥 𝘸𝘦𝘣𝘴𝘪𝘵𝘦𝘴 𝘸𝘦𝘳𝘦 𝘪𝘯𝘵𝘳𝘰𝘥𝘶𝘤𝘦𝘥 𝘵𝘰 𝘶𝘴. 𝘛𝘰 𝘣𝘦 𝘩𝘰𝘯𝘦𝘴𝘵, 𝘐 𝘰𝘯𝘭𝘺 𝘬𝘯𝘦𝘸 𝘊𝘩𝘢𝘵𝘎𝘗𝘛 𝘣𝘦𝘧𝘰𝘳𝘦 𝘵𝘢𝘬𝘪𝘯𝘨 𝘵𝘩𝘪𝘴 𝘤𝘰𝘶𝘳𝘴𝘦 𝘣𝘦𝘤𝘢𝘶𝘴𝘦 𝘪𝘵 𝘪𝘴 𝘴𝘰 𝘧𝘢𝘮𝘰𝘶𝘴 𝘢𝘴 𝘢 𝘨𝘳𝘰𝘶𝘯𝘥𝘣𝘳𝘦𝘢𝘬𝘪𝘯𝘨 𝘵𝘰𝘰𝘭. 𝘈𝘭𝘴𝘰, 𝘮𝘺 𝘶𝘯𝘥𝘦𝘳𝘴𝘵𝘢𝘯𝘥𝘪𝘯𝘨 𝘰𝘧 𝘩𝘰𝘸 𝘵𝘰 𝘶𝘴𝘦 𝘊𝘩𝘢𝘵𝘎𝘗𝘛 𝘸𝘢𝘴 𝘲𝘶𝘪𝘵𝘦 𝘭𝘪𝘮𝘪𝘵𝘦𝘥. 𝘉𝘦𝘤𝘢𝘶𝘴𝘦 𝘰𝘧 𝘵𝘩𝘢𝘵, 𝘵𝘩𝘦 𝘭𝘰𝘯𝘨 𝘭𝘪𝘴𝘵 𝘰𝘧 𝘈𝘐 𝘸𝘦𝘣𝘴𝘪𝘵𝘦𝘴, 𝘪𝘯𝘤𝘭𝘶𝘥𝘪𝘯𝘨 𝘗𝘦𝘳𝘱𝘭𝘦𝘹𝘪𝘵𝘺, 𝘎𝘦𝘮𝘪𝘯𝘪, 𝘐𝘥𝘦𝘰𝘨𝘳𝘢𝘮, 𝘕𝘰𝘵𝘦𝘣𝘰𝘰𝘬𝘓𝘔, 𝘢𝘯𝘥 𝘕𝘢𝘱𝘬𝘪𝘯, 𝘪𝘮𝘱𝘳𝘦𝘴𝘴𝘦𝘥 𝘮𝘦 𝘢 𝘭𝘰𝘵.

𝘛𝘩𝘦𝘴𝘦 𝘈𝘐 𝘵𝘰𝘰𝘭𝘴 𝘣𝘦𝘤𝘢𝘮𝘦 𝘱𝘢𝘳𝘵 𝘰𝘧 𝘮𝘺 𝘸𝘳𝘪𝘵𝘪𝘯𝘨 𝘱𝘳𝘰𝘤𝘦𝘴𝘴. 𝘌𝘷𝘦𝘳𝘺 𝘵𝘪𝘮𝘦 𝘐 𝘴𝘢𝘸 𝘸𝘩𝘢𝘵 𝘈𝘐 𝘨𝘦𝘯𝘦𝘳𝘢𝘵𝘦𝘥 𝘧𝘰𝘳 𝘮𝘺 𝘣𝘢𝘯𝘯𝘦𝘳 𝘪𝘮𝘢𝘨𝘦, 𝘪𝘵 𝘸𝘢𝘴 𝘢𝘭𝘸𝘢𝘺𝘴 𝘵𝘩𝘦 𝘪𝘯𝘵𝘦𝘳𝘦𝘴𝘵𝘪𝘯𝘨 𝘱𝘢𝘳𝘵. 𝘉𝘦𝘴𝘪𝘥𝘦𝘴 𝘬𝘯𝘰𝘸𝘪𝘯𝘨 𝘵𝘩𝘦𝘴𝘦 𝘵𝘰𝘰𝘭𝘴, 𝘐 𝘤𝘢𝘯 𝘧𝘦𝘦𝘭 𝘮𝘺 𝘨𝘳𝘰𝘸𝘪𝘯𝘨 𝘶𝘯𝘥𝘦𝘳𝘴𝘵𝘢𝘯𝘥𝘪𝘯𝘨 𝘰𝘧 𝘩𝘰𝘸 𝘵𝘰 𝘨𝘶𝘪𝘥𝘦 𝘈𝘐 𝘵𝘰 𝘩𝘦𝘭𝘱 𝘮𝘺 𝘸𝘳𝘪𝘵𝘪𝘯𝘨.

𝘛𝘩𝘢𝘯𝘬𝘴 𝘵𝘰 𝘵𝘩𝘦 𝘱𝘳𝘰𝘮𝘱𝘵𝘴 𝘸𝘦 𝘸𝘦𝘳𝘦 𝘨𝘪𝘷𝘦𝘯, 𝘐 𝘸𝘢𝘴 𝘢𝘣𝘭𝘦 𝘵𝘰 𝘴𝘵𝘢𝘳𝘵 𝘵𝘳𝘢𝘪𝘯𝘪𝘯𝘨 𝘈𝘐 𝘧𝘰𝘳 𝘮𝘺 𝘱𝘦𝘳𝘴𝘰𝘯𝘢𝘭 𝘶𝘴𝘦. 𝘈𝘭𝘵𝘩𝘰𝘶𝘨𝘩 𝘐 𝘩𝘢𝘷𝘦 𝘶𝘴𝘦𝘥 𝘈𝘐 𝘧𝘰𝘳 𝘵𝘩𝘦 𝘸𝘩𝘰𝘭𝘦 𝘴𝘦𝘮𝘦𝘴𝘵𝘦𝘳, 𝘐 𝘢𝘮 𝘴𝘵𝘪𝘭𝘭 𝘱𝘭𝘦𝘢𝘴𝘦𝘥 𝘵𝘰 𝘴𝘦𝘦 𝘩𝘰𝘸 𝘲𝘶𝘪𝘤𝘬 𝘢𝘯𝘥 𝘦𝘧𝘧𝘪𝘤𝘪𝘦𝘯𝘵 𝘈𝘐 𝘤𝘢𝘯 𝘣𝘦. 𝘍𝘰𝘳 𝘦𝘹𝘢𝘮𝘱𝘭𝘦, 𝘪𝘯 𝘵𝘩𝘦 𝘛𝘰𝘶𝘭𝘮𝘪𝘯 𝘢𝘳𝘨𝘶𝘮𝘦𝘯𝘵 𝘢𝘴𝘴𝘪𝘨𝘯𝘮𝘦𝘯𝘵, 𝘧𝘰𝘭𝘭𝘰𝘸𝘪𝘯𝘨 𝘵𝘩𝘦 𝘴𝘵𝘦𝘱𝘴 𝘰𝘧 𝘶𝘴𝘪𝘯𝘨 𝘈𝘐 𝘵𝘰 𝘤𝘩𝘰𝘰𝘴𝘦 𝘢 𝘴𝘵𝘳𝘰𝘯𝘨 𝘤𝘭𝘢𝘪𝘮 𝘢𝘯𝘥 𝘨𝘦𝘯𝘦𝘳𝘢𝘵𝘦 𝘢𝘯 𝘰𝘶𝘵𝘭𝘪𝘯𝘦 𝘸𝘢𝘴 𝘵𝘩𝘦 𝘧𝘢𝘴𝘵𝘦𝘴𝘵 𝘸𝘢𝘺 𝘵𝘰 𝘶𝘯𝘥𝘦𝘳𝘴𝘵𝘢𝘯𝘥 𝘩𝘰𝘸 𝘵𝘰 𝘣𝘶𝘪𝘭𝘥 𝘢 𝘱𝘢𝘱𝘦𝘳.

𝘖𝘧 𝘤𝘰𝘶𝘳𝘴𝘦, 𝘈𝘐 𝘪𝘴 𝘥𝘦𝘷𝘦𝘭𝘰𝘱𝘪𝘯𝘨 𝘳𝘦𝘢𝘭𝘭𝘺 𝘧𝘢𝘴𝘵, 𝘴𝘰 𝘐 𝘴𝘵𝘪𝘭𝘭 𝘯𝘦𝘦𝘥 𝘵𝘰 𝘤𝘢𝘵𝘤𝘩 𝘶𝘱, 𝘣𝘶𝘵 𝘐 𝘯𝘰𝘸 𝘧𝘦𝘦𝘭 𝘮𝘰𝘳𝘦 𝘤𝘰𝘮𝘧𝘰𝘳𝘵𝘢𝘣𝘭𝘦 𝘢𝘯𝘥 𝘤𝘰𝘯𝘧𝘪𝘥𝘦𝘯𝘵 𝘢𝘣𝘰𝘶𝘵 𝘧𝘢𝘤𝘪𝘯𝘨 𝘪𝘵.

Student Y: I Thought AI was Completely Useless, then I Noticed a Change in My Writing

𝐼 𝑒𝑥𝑝𝑒𝑟𝑖𝑒𝑛𝑐𝑒𝑑 𝑑𝑖𝑓𝑓𝑖𝑐𝑢𝑙𝑡𝑦 𝑖𝑛 𝑔𝑒𝑡𝑡𝑖𝑛𝑔 𝑢𝑠𝑒𝑑 𝑡𝑜 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼, 𝑎𝑛𝑑 𝑎𝑡 𝑓𝑖𝑟𝑠𝑡, 𝐼 𝑡ℎ𝑜𝑢𝑔ℎ𝑡 𝑖𝑡 𝑤𝑎𝑠 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑙𝑦 𝑢𝑠𝑒𝑙𝑒𝑠𝑠 𝑢𝑛𝑡𝑖𝑙 𝐼 𝑠𝑡𝑎𝑟𝑡𝑒𝑑 𝑡𝑜 𝑛𝑜𝑡𝑖𝑐𝑒 𝑎 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔. 𝐼 𝑎𝑙𝑤𝑎𝑦𝑠 𝑓𝑒𝑙𝑡 𝑙𝑖𝑘𝑒 𝐼 𝑑𝑖𝑑𝑛’𝑡 𝑤𝑟𝑖𝑡𝑒 𝑡𝑜 𝑚𝑦 𝑓𝑢𝑙𝑙 𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙.

𝑊𝑖𝑡ℎ 𝐴𝐼, 𝐼 𝑓𝑒𝑙𝑡 𝑝𝑟𝑜𝑢𝑑 𝑜𝑓 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔. 𝑊ℎ𝑖𝑙𝑒 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼 𝑐𝑎𝑚𝑒 𝑤𝑖𝑡ℎ 𝑎 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒, 𝐼 𝑑𝑖𝑠𝑙𝑖𝑘𝑒𝑑 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼 𝑎𝑠 𝑎 𝑡𝑢𝑡𝑜𝑟. 𝐴𝐼 𝑠𝑒𝑒𝑚𝑒𝑑 𝑡𝑜 𝑛𝑒𝑣𝑒𝑟 𝑢𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑚𝑒 𝑞𝑢𝑖𝑡𝑒 𝑤𝑒𝑙𝑙, 𝑎𝑛𝑑 𝐼'𝑑 𝑔𝑒𝑡 𝑠𝑜 𝑎𝑛𝑛𝑜𝑦𝑒𝑑, 𝑏𝑢𝑡 𝑤𝑖𝑡ℎ 𝑡ℎ𝑒 𝑟𝑖𝑔ℎ𝑡 𝑟𝑒𝑠𝑝𝑜𝑛𝑠𝑒𝑠, 𝐼 𝑡𝑎𝑢𝑔ℎ𝑡 𝐴𝐼 ℎ𝑜𝑤 𝑡𝑜 𝑏𝑒 𝑚𝑦 𝑝𝑒𝑟𝑠𝑜𝑛𝑎𝑙 𝑡𝑢𝑡𝑜𝑟.

Student C: I was Terrified to use AI

𝐼 𝑓𝑒𝑒𝑙 𝑙𝑖𝑘𝑒 𝐼 𝑎𝑚 𝑎 𝑏𝑟𝑎𝑛𝑑-𝑛𝑒𝑤 𝑤𝑟𝑖𝑡𝑒𝑟 𝑎𝑓𝑡𝑒𝑟 𝑡𝑎𝑘𝑖𝑛𝑔 𝑡ℎ𝑖𝑠 𝑐𝑙𝑎𝑠𝑠. 𝐵𝑒𝑓𝑜𝑟𝑒 𝑡𝑎𝑘𝑖𝑛𝑔 𝑡ℎ𝑖𝑠 𝑐𝑙𝑎𝑠𝑠, 𝐼 𝑤𝑎𝑠 𝑠𝑒𝑡 𝑜𝑛 𝑛𝑒𝑣𝑒𝑟 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼. 𝐼 𝑡ℎ𝑜𝑢𝑔ℎ𝑡 𝑖𝑡 𝑤𝑎𝑠 𝑢𝑛𝑒𝑡ℎ𝑖𝑐𝑎𝑙 𝑎𝑛𝑑 𝐼 𝑤𝑎𝑠 𝑡𝑒𝑟𝑟𝑖𝑓𝑖𝑒𝑑 (𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒𝑙𝑦 𝑡𝑒𝑟𝑟𝑖𝑓𝑖𝑒𝑑) 𝑜𝑓 𝑏𝑒𝑖𝑛𝑔 𝑎𝑐𝑐𝑢𝑠𝑒𝑑 𝑜𝑓 𝑐ℎ𝑒𝑎𝑡𝑖𝑛𝑔.

𝐼 ℎ𝑎𝑣𝑒 𝑙𝑒𝑎𝑟𝑛𝑒𝑑 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒𝑟𝑒 𝑎𝑟𝑒 𝑤𝑎𝑦𝑠 𝑡𝑜 𝑢𝑠𝑒 𝐴𝐼 𝑡ℎ𝑎𝑡 𝑎𝑟𝑒 𝑝𝑒𝑟𝑓𝑒𝑐𝑡𝑙𝑦 𝑒𝑡ℎ𝑖𝑐𝑎𝑙 𝑎𝑛𝑑 𝑎𝑙𝑙𝑜𝑤𝑒𝑑. 𝐴𝐼 𝑑𝑜𝑒𝑠 𝑛𝑜𝑡 ℎ𝑎𝑣𝑒 𝑡𝑜 𝑏𝑒 𝑢𝑠𝑒𝑑 𝑡𝑜 𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑤𝑟𝑖𝑡𝑒 𝑒𝑠𝑠𝑎𝑦𝑠 𝑓𝑜𝑟 𝑦𝑜𝑢 𝑏𝑢𝑡 𝑖𝑛𝑠𝑡𝑒𝑎𝑑 𝑡𝑜 𝑒𝑛ℎ𝑎𝑛𝑐𝑒 𝑎𝑛𝑑 𝑟𝑒𝑓𝑙𝑒𝑐𝑡 𝑜𝑛 𝑤ℎ𝑎𝑡 𝑦𝑜𝑢 ℎ𝑎𝑣𝑒 𝑎𝑙𝑟𝑒𝑎𝑑𝑦 𝑤𝑟𝑖𝑡𝑡𝑒𝑛. 𝑇ℎ𝑒𝑛, 𝐴𝐼 𝑐𝑎𝑛 𝑎𝑠𝑘 𝑔𝑢𝑖𝑑𝑖𝑛𝑔 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑓𝑖𝑥 𝑚𝑖𝑠𝑡𝑎𝑘𝑒𝑠; 𝑖𝑡 𝑑𝑜𝑒𝑠 𝑛𝑜𝑡 ℎ𝑎𝑣𝑒 𝑡𝑜 𝑟𝑒𝑤𝑟𝑖𝑡𝑒 𝑓𝑜𝑟 𝑦𝑜𝑢.

𝑇ℎ𝑖𝑠 𝑖𝑠 𝑤ℎ𝑦 𝐼 𝑎𝑚 𝑠𝑜 𝑔𝑟𝑎𝑡𝑒𝑓𝑢𝑙 𝑓𝑜𝑟 𝑎𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡𝑠 𝑙𝑖𝑘𝑒 𝑡ℎ𝑒 𝐴𝐼-𝑎𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑖𝑠𝑖𝑜𝑛. 𝐼 𝑑𝑖𝑑 𝑛𝑜𝑡 𝑓𝑒𝑒𝑙 𝑔𝑢𝑖𝑙𝑡𝑦 𝑓𝑜𝑟 𝑢𝑠𝑖𝑛𝑔 𝐴𝐼 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 𝑖𝑡 𝑜𝑛𝑙𝑦 𝑔𝑢𝑖𝑑𝑒𝑑 𝑚𝑒 𝑡ℎ𝑟𝑜𝑢𝑔ℎ 𝑖𝑚𝑝𝑟𝑜𝑣𝑖𝑛𝑔 𝑚𝑦 𝑒𝑠𝑠𝑎𝑦, 𝑛𝑜𝑡 𝑑𝑜𝑖𝑛𝑔 𝑖𝑡 𝑓𝑜𝑟 𝑚𝑒.

Student J: AI as a Research Tool

𝑊ℎ𝑖𝑙𝑒 𝑠𝑜𝑚𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑚𝑎𝑦 𝑚𝑖𝑠𝑢𝑠𝑒 𝐴𝐼 𝑡𝑜 𝑤𝑟𝑖𝑡𝑒 𝑒𝑛𝑡𝑖𝑟𝑒 𝑝𝑎𝑝𝑒𝑟𝑠, 𝐼 𝑓𝑜𝑢𝑛𝑑 𝑡ℎ𝑎𝑡 𝑢𝑠𝑖𝑛𝑔 𝑖𝑡 𝑟𝑒𝑠𝑝𝑜𝑛𝑠𝑖𝑏𝑙𝑦 𝑚𝑎𝑑𝑒 𝑚𝑒 𝑎 𝑚𝑜𝑟𝑒 𝑒𝑓𝑓𝑒𝑐𝑡𝑖𝑣𝑒 𝑟𝑒𝑠𝑒𝑎𝑟𝑐ℎ𝑒𝑟 𝑎𝑛𝑑 𝑡ℎ𝑖𝑛𝑘𝑒𝑟. 𝐹𝑜𝑟 𝑒𝑥𝑎𝑚𝑝𝑙𝑒, 𝑤ℎ𝑒𝑛 𝐼 𝑤𝑎𝑠𝑛’𝑡 𝑠𝑢𝑟𝑒 ℎ𝑜𝑤 𝑡𝑜 𝑛𝑎𝑟𝑟𝑜𝑤 𝑑𝑜𝑤𝑛 𝑎 𝑟𝑒𝑠𝑒𝑎𝑟𝑐ℎ 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛 𝑜𝑟 ℎ𝑜𝑤 𝑡𝑜 𝑓𝑟𝑎𝑚𝑒 𝑎 𝑐𝑜𝑢𝑛𝑡𝑒𝑟𝑎𝑟𝑔𝑢𝑚𝑒𝑛𝑡, 𝐼 𝑤𝑜𝑢𝑙𝑑 𝑎𝑠𝑘 𝐴𝐼 𝑡𝑜𝑜𝑙𝑠 𝑙𝑖𝑘𝑒 𝐶ℎ𝑎𝑡𝐺𝑃𝑇 𝑡𝑜 𝑜𝑓𝑓𝑒𝑟 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑑𝑖𝑟𝑒𝑐𝑡𝑖𝑜𝑛𝑠.

𝑇ℎ𝑒𝑠𝑒 𝑡𝑜𝑜𝑙𝑠 𝑛𝑒𝑣𝑒𝑟 ℎ𝑎𝑛𝑑𝑒𝑑 𝑚𝑒 𝑎 𝑓𝑖𝑛𝑖𝑠ℎ𝑒𝑑 𝑎𝑛𝑠𝑤𝑒𝑟, 𝑏𝑢𝑡 𝑡ℎ𝑒𝑦 𝑜𝑓𝑡𝑒𝑛 𝑠𝑢𝑔𝑔𝑒𝑠𝑡𝑒𝑑 𝑘𝑒𝑦 𝑡𝑒𝑟𝑚𝑠. 𝑇ℎ𝑖𝑠 𝑔𝑎𝑣𝑒 𝑚𝑒 𝑛𝑒𝑤 𝑖𝑑𝑒𝑎𝑠 𝑎𝑛𝑑 𝑔𝑎𝑣𝑒 𝑚𝑒 𝑡ℎ𝑒 𝑐𝑜𝑛𝑓𝑖𝑑𝑒𝑛𝑐𝑒 𝑡𝑜 𝑒𝑥𝑝𝑙𝑜𝑟𝑒 𝑎𝑟𝑔𝑢𝑚𝑒𝑛𝑡𝑠 𝑓𝑟𝑜𝑚 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒 𝑎𝑛𝑔𝑙𝑒𝑠.

𝐴𝐼 𝑒𝑛ℎ𝑎𝑛𝑐𝑒𝑑 𝑖𝑡 𝑏𝑦 𝑔𝑖𝑣𝑖𝑛𝑔 𝑚𝑒 𝑎 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑖𝑑𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑜𝑝𝑖𝑐 𝐼 𝑤𝑎𝑠 𝑤𝑜𝑟𝑘𝑖𝑛𝑔 𝑜𝑛. 𝐴 𝑝𝑒𝑟𝑓𝑒𝑐𝑡 𝑒𝑥𝑎𝑚𝑝𝑙𝑒 𝑜𝑓 𝑡ℎ𝑖𝑠 𝑤𝑎𝑠 𝑡ℎ𝑒 𝑒𝑠𝑠𝑎𝑦 𝐼 𝑤𝑟𝑜𝑡𝑒 𝑎𝑙𝑙 𝑦𝑒𝑎𝑟. 𝑀𝑦 𝑡𝑜𝑝𝑖𝑐 𝑒𝑥𝑝𝑙𝑜𝑟𝑒𝑑 𝑡ℎ𝑒 𝑖𝑚𝑝𝑎𝑐𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑖𝑡𝑐ℎ𝑖𝑛𝑔 𝑐𝑙𝑜𝑐𝑘 𝑖𝑛 𝑏𝑎𝑠𝑒𝑏𝑎𝑙𝑙, 𝑎 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑓𝑖𝑙𝑙𝑒𝑑 𝑤𝑖𝑡ℎ 𝑐𝑜𝑛𝑓𝑙𝑖𝑐𝑡𝑖𝑛𝑔 𝑠𝑡𝑢𝑑𝑖𝑒𝑠 𝑎𝑛𝑑 𝑜𝑝𝑖𝑛𝑖𝑜𝑛𝑠. 𝐼 𝑢𝑠𝑒𝑑 𝐴𝐼 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑠𝑢𝑚𝑚𝑎𝑟𝑖𝑧𝑒 𝑙𝑜𝑛𝑔 𝑎𝑟𝑡𝑖𝑐𝑙𝑒𝑠 𝑎𝑛𝑑 𝑖𝑑𝑒𝑛𝑡𝑖𝑓𝑦 𝑟𝑒𝑐𝑢𝑟𝑟𝑖𝑛𝑔 𝑡ℎ𝑒𝑚𝑒𝑠 𝑎𝑐𝑟𝑜𝑠𝑠 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒 𝑠𝑜𝑢𝑟𝑐𝑒𝑠.

𝐼𝑡 𝑎𝑙𝑠𝑜 ℎ𝑒𝑙𝑝𝑒𝑑 𝑚𝑒 𝑖𝑑𝑒𝑛𝑡𝑖𝑓𝑦 𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 𝑟𝑒𝑏𝑢𝑡𝑡𝑎𝑙𝑠 𝑡𝑜 𝑚𝑦 𝑐𝑙𝑎𝑖𝑚, 𝑠𝑢𝑐ℎ 𝑎𝑠 𝑡ℎ𝑒 𝑐𝑜𝑛𝑐𝑒𝑟𝑛 𝑡ℎ𝑎𝑡 𝐼𝑛𝑗𝑢𝑟𝑖𝑒𝑠 ℎ𝑎𝑣𝑒 𝑠𝑒𝑣𝑒𝑟𝑒𝑙𝑦 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒𝑑 𝑑𝑢𝑒 𝑡𝑜 𝑡ℎ𝑒 𝑎𝑑𝑑𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑖𝑡𝑐ℎ 𝑐𝑙𝑜𝑐𝑘. 𝑇ℎ𝑒𝑠𝑒 𝑖𝑛𝑠𝑖𝑔ℎ𝑡𝑠 ℎ𝑒𝑙𝑝𝑒𝑑 𝑚𝑒 𝑐𝑟𝑎𝑓𝑡 𝑎 𝑚𝑜𝑟𝑒 𝑏𝑎𝑙𝑎𝑛𝑐𝑒𝑑 𝑎𝑟𝑔𝑢𝑚𝑒𝑛𝑡.

𝐴𝐼 𝑎𝑙𝑠𝑜 ℎ𝑒𝑙𝑝𝑒𝑑 𝑚𝑒 𝑟𝑒𝑣𝑖𝑠𝑒 𝑚𝑜𝑟𝑒 𝑒𝑓𝑓𝑒𝑐𝑡𝑖𝑣𝑒𝑙𝑦; 𝐼 𝑤𝑜𝑢𝑙𝑑 𝑝𝑎𝑠𝑡𝑒 𝑝𝑎𝑟𝑡𝑠 𝑜𝑓 𝑚𝑦 𝑑𝑟𝑎𝑓𝑡 𝑖𝑛𝑡𝑜 𝑡ℎ𝑒 𝑐ℎ𝑎𝑡 𝑎𝑛𝑑 𝑎𝑠𝑘 𝑓𝑜𝑟 𝑠𝑢𝑔𝑔𝑒𝑠𝑡𝑖𝑜𝑛𝑠 𝑜𝑛 𝑐𝑙𝑎𝑟𝑖𝑡𝑦 𝑜𝑟 𝑡𝑜𝑛𝑒, 𝑤ℎ𝑖𝑐ℎ ℎ𝑒𝑙𝑝𝑒𝑑 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑎𝑛𝑑 𝑒𝑙𝑖𝑚𝑖𝑛𝑎𝑡𝑒 𝑢𝑛𝑛𝑒𝑐𝑒𝑠𝑠𝑎𝑟𝑦 𝑟𝑒𝑝𝑒𝑡𝑖𝑡𝑖𝑜𝑛.

Student K: If You Can’t Keep Up with AI, They Will Pick Someone Who Can.

𝑇ℎ𝑒 𝑝𝑟𝑜𝑚𝑝𝑡𝑠 𝑡ℎ𝑎𝑡 ℎ𝑒𝑙𝑝𝑒𝑑 𝑢𝑠 𝑎𝑠 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑔𝑢𝑖𝑑𝑒 𝑎𝑛𝑑 𝑡𝑟𝑎𝑖𝑛 𝑜𝑢𝑟 𝐴𝐼 𝑖𝑛𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑡𝑎𝑢𝑔ℎ𝑡 𝑚𝑒 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑎𝑛𝑑 𝑖𝑠𝑛’𝑡 𝑒𝑡ℎ𝑖𝑐𝑎𝑙 𝑖𝑛 𝑡𝑒𝑟𝑚𝑠 𝑜𝑓 𝑎𝑐𝑎𝑑𝑒𝑚𝑖𝑐 ℎ𝑜𝑛𝑒𝑠𝑡𝑦. 𝑊𝑖𝑡ℎ𝑜𝑢𝑡 𝑡ℎ𝑒 𝑝𝑟𝑜𝑚𝑝𝑡𝑠, 𝐼 𝑤𝑜𝑢𝑙𝑑 𝑏𝑒 𝑢𝑛𝑐𝑙𝑒𝑎𝑟 ℎ𝑜𝑤 𝑡𝑜 𝑡𝑟𝑎𝑖𝑛 𝑚𝑦 𝐴𝐼 𝑡𝑜 ℎ𝑒𝑙𝑝 𝑎𝑛𝑑 𝑑𝑖𝑟𝑒𝑐𝑡 𝑚𝑒 𝑖𝑛 𝑡ℎ𝑒 𝑟𝑖𝑔ℎ𝑡 𝑑𝑖𝑟𝑒𝑐𝑡𝑖𝑜𝑛, 𝑟𝑎𝑡ℎ𝑒𝑟 𝑡ℎ𝑎𝑛 𝑓𝑢𝑙𝑙𝑦 𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑖𝑛𝑔 𝑜𝑟 𝑑𝑜𝑖𝑛𝑔 𝑡ℎ𝑒 𝑤𝑜𝑟𝑘 𝑖𝑡𝑠𝑒𝑙𝑓.

𝑇ℎ𝑖𝑠 𝑠𝑘𝑖𝑙𝑙 𝑖𝑠 𝑔𝑜𝑖𝑛𝑔 𝑡𝑜 𝑏𝑒 𝑙𝑜𝑛𝑔-𝑙𝑎𝑠𝑡𝑖𝑛𝑔, 𝑒𝑠𝑝𝑒𝑐𝑖𝑎𝑙𝑙𝑦 𝑎𝑠 𝐴𝐼 𝑒𝑛𝑡𝑒𝑟𝑠 𝑚𝑎𝑛𝑦 𝑝𝑙𝑎𝑐𝑒𝑠 𝑜𝑓 𝑤𝑜𝑟𝑘, 𝑤ℎ𝑒𝑟𝑒 𝑡ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎 𝑐ℎ𝑎𝑛𝑐𝑒 𝑠𝑜𝑜𝑛 𝑡ℎ𝑎𝑡 𝑖𝑓 𝑦𝑜𝑢 𝑐𝑎𝑛’𝑡 𝑘𝑒𝑒𝑝 𝑢𝑝 𝑤𝑖𝑡ℎ 𝐴𝐼, 𝑡ℎ𝑒𝑦 𝑤𝑖𝑙𝑙 𝑝𝑖𝑐𝑘 𝑠𝑜𝑚𝑒𝑜𝑛𝑒 𝑤ℎ𝑜 𝑐𝑎𝑛.

𝐼 𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑐𝑎𝑙𝑙𝑦 𝑙𝑖𝑘𝑒𝑑 𝑡ℎ𝑒 𝑤𝑒𝑒𝑘 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑏𝑒𝑔𝑖𝑛𝑛𝑖𝑛𝑔, 𝑤ℎ𝑒𝑟𝑒 𝑤𝑒 𝑝𝑙𝑎𝑦𝑒𝑑 𝑎𝑟𝑜𝑢𝑛𝑑 𝑤𝑖𝑡ℎ 𝐴𝐼 𝑎𝑛𝑑 𝑑𝑒𝑐𝑖𝑝ℎ𝑒𝑟𝑒𝑑 𝑤ℎ𝑖𝑐ℎ 𝑒𝑠𝑠𝑎𝑦𝑠 𝑤𝑒𝑟𝑒 𝑎𝑛𝑑 𝑤𝑒𝑟𝑒𝑛’𝑡 𝑤𝑟𝑖𝑡𝑡𝑒𝑛 𝑏𝑦 𝑟𝑒𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠. 𝑇ℎ𝑎𝑡 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 𝑤𝑎𝑠 𝑎 𝑓𝑢𝑛 𝑤𝑎𝑦 𝑡𝑜 𝑠𝑝𝑒𝑎𝑘 𝑤𝑖𝑡ℎ 𝑚𝑦 𝑐𝑙𝑎𝑠𝑠𝑚𝑎𝑡𝑒𝑠, 𝑏𝑢𝑡 𝑎𝑙𝑠𝑜 𝑡𝑜 𝑢𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑡ℎ𝑎𝑡 𝑒𝑎𝑐ℎ 𝐴𝐼 ℎ𝑎𝑠 𝑖𝑡𝑠 𝑜𝑤𝑛 𝑝𝑒𝑟𝑠𝑜𝑛𝑎𝑙𝑖𝑡𝑦 𝑎𝑛𝑑 𝑔𝑒𝑛𝑒𝑟𝑎𝑙 𝑤𝑎𝑦 𝑜𝑓 𝑠𝑝𝑒𝑎𝑘𝑖𝑛𝑔.

𝐼 ℎ𝑎𝑣𝑒 𝑠𝑒𝑒𝑛 𝑔𝑟𝑜𝑤𝑡ℎ 𝑖𝑛 𝑎𝑛𝑑 𝑜𝑢𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑙𝑎𝑠𝑠𝑟𝑜𝑜𝑚 𝑤𝑖𝑡ℎ 𝑝𝑟𝑜𝑚𝑝𝑡𝑖𝑛𝑔 𝑚𝑦 𝐴𝐼 𝑡𝑜 𝑔𝑜 𝑎𝑏𝑜𝑢𝑡 𝑡𝑎𝑠𝑘𝑠 𝑒𝑡ℎ𝑖𝑐𝑎𝑙𝑙𝑦, 𝑠𝑜 𝑖𝑡 𝑖𝑠 𝑠𝑡𝑖𝑙𝑙 𝑚𝑦 𝑤𝑜𝑟𝑘, 𝑎𝑛𝑑 ℎ𝑜𝑤 𝑡𝑜 𝑞𝑢𝑖𝑐𝑘𝑙𝑦 𝑎𝑑𝑎𝑝𝑡 𝑎𝑛𝑑 𝑎𝑑𝑗𝑢𝑠𝑡 𝑡𝑜 𝑢𝑛𝑓𝑎𝑚𝑖𝑙𝑖𝑎𝑟 𝑠𝑒𝑡𝑡𝑖𝑛𝑔𝑠.

Student R: Using AI Beyond this Class

𝐿𝑜𝑜𝑘𝑖𝑛𝑔 𝑏𝑎𝑐𝑘 𝑜𝑛 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑏𝑒𝑔𝑖𝑛𝑛𝑖𝑛𝑔 𝑜𝑓 𝑡ℎ𝑒 𝑦𝑒𝑎𝑟, 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑛𝑜𝑤 𝑖𝑠 𝑑𝑒𝑓𝑖𝑛𝑖𝑡𝑒𝑙𝑦 𝑎 𝑙𝑜𝑡 𝑚𝑜𝑟𝑒 𝑟𝑒𝑓𝑖𝑛𝑒𝑑 𝑡ℎ𝑎𝑛 𝑖𝑡 𝑢𝑠𝑒𝑑 𝑡𝑜 𝑏𝑒. 𝐿𝑒𝑎𝑟𝑛𝑖𝑛𝑔 ℎ𝑜𝑤 𝑡𝑜 𝑢𝑠𝑒 𝐴𝐼 𝑎𝑠 𝑎 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑎𝑠𝑠𝑖𝑠𝑡𝑎𝑛𝑡 𝑡𝑜 𝑠𝑢𝑔𝑔𝑒𝑠𝑡 𝑡𝑜 𝑚𝑒 ℎ𝑜𝑤 𝐼 𝑐𝑎𝑛 𝑏𝑒𝑡𝑡𝑒𝑟 𝑚𝑦 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 ℎ𝑎𝑠 𝑏𝑒𝑒𝑛 𝑒𝑥𝑡𝑟𝑒𝑚𝑒𝑙𝑦 𝑢𝑠𝑒𝑓𝑢𝑙.

𝐼 ℎ𝑎𝑣𝑒 𝑙𝑒𝑎𝑟𝑛𝑒𝑑 ℎ𝑜𝑤 𝑡𝑜 𝑝𝑟𝑜𝑚𝑝𝑡 𝐴𝐼 𝑏𝑒𝑡𝑡𝑒𝑟 𝑎𝑛𝑑 𝑡𝑟𝑎𝑖𝑛 𝑖𝑡 𝑡𝑜 𝑟𝑒𝑠𝑝𝑜𝑛𝑑 𝑡𝑜 𝑚𝑒 𝑖𝑛 𝑎 𝑤𝑎𝑦 𝑡ℎ𝑎𝑡 𝑖𝑡 𝑗𝑢𝑠𝑡 𝑠𝑢𝑔𝑔𝑒𝑠𝑡𝑠 𝑏𝑢𝑡 𝑑𝑜𝑒𝑠 𝑛𝑜𝑡 𝑟𝑒𝑤𝑟𝑖𝑡𝑒 𝑓𝑜𝑟 𝑚𝑒. 𝑂𝑛𝑐𝑒 𝑤𝑒 ℎ𝑎𝑑 𝑡𝑜 𝑖𝑛𝑐𝑙𝑢𝑑𝑒 𝑓𝑖𝑔𝑢𝑟𝑒 1 𝑎𝑛𝑑 2 𝑖𝑚𝑎𝑔𝑒𝑠 𝑤𝑖𝑡ℎ 𝑑𝑒𝑠𝑐𝑟𝑖𝑝𝑡𝑖𝑜𝑛𝑠 𝐼 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙𝑙𝑦 𝑡ℎ𝑜𝑢𝑔ℎ𝑡 𝑡ℎ𝑎𝑡 𝑖𝑡 𝑤𝑎𝑠 𝑗𝑢𝑠𝑡 𝑡ℎ𝑒𝑟𝑒 𝑡𝑜 𝑠𝑡𝑎𝑡𝑒 𝑡ℎ𝑒 𝑜𝑏𝑣𝑖𝑜𝑢𝑠 𝑏𝑢𝑡 𝐼 𝑑𝑖𝑑𝑛'𝑡 𝑟𝑒𝑎𝑙𝑖𝑧𝑒 𝑡ℎ𝑎𝑡 𝑖𝑡 𝑤𝑜𝑢𝑙𝑑 𝑏𝑒 ℎ𝑒𝑙𝑝𝑓𝑢𝑙 𝑓𝑜𝑟 𝑡ℎ𝑎𝑡 𝑡𝑜 𝑏𝑒 𝑡ℎ𝑒𝑟𝑒 𝑠𝑜 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑖𝑛𝑓𝑜𝑟𝑚𝑎𝑡𝑖𝑜𝑛 𝑐𝑎𝑛 𝑏𝑒 𝑚𝑜𝑟𝑒 𝑒𝑎𝑠𝑖𝑙𝑦 𝑎𝑐𝑐𝑒𝑠𝑠𝑒𝑑 𝑓𝑜𝑟 𝑝𝑒𝑜𝑝𝑙𝑒 𝑤𝑖𝑡ℎ 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 ℎ𝑒𝑎𝑟𝑖𝑛𝑔 𝑜𝑟 𝑠𝑖𝑔ℎ𝑡 𝑐𝑜𝑛𝑑𝑖𝑡𝑖𝑜𝑛𝑠. 𝐼 𝑡ℎ𝑖𝑛𝑘 𝑡ℎ𝑎𝑡 𝑖𝑡 𝑤𝑎𝑠 𝑎𝑛 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡 𝑙𝑒𝑠𝑠𝑜𝑛 𝑡𝑜 𝑙𝑒𝑎𝑟𝑛 𝑡ℎ𝑎𝑡 𝑖𝑡 𝑖𝑠 𝑜𝑢𝑟 𝑗𝑜𝑏 𝑡𝑜 𝑚𝑎𝑘𝑒 𝑡ℎ𝑖𝑛𝑔𝑠 𝑎𝑐𝑐𝑒𝑠𝑠𝑖𝑏𝑙𝑒 𝑓𝑜𝑟 𝑒𝑣𝑒𝑟𝑦𝑜𝑛𝑒 𝑎𝑛𝑑 ℎ𝑜𝑤 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑖𝑡𝑦 𝑎𝑙𝑠𝑜 𝑖𝑛 𝑡ℎ𝑒 𝑎𝑐𝑎𝑑𝑒𝑚𝑖𝑐 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑡𝑦 𝑖𝑠 𝑠𝑜 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡.

𝐼 𝑡ℎ𝑖𝑛𝑘 𝑡ℎ𝑎𝑡 𝑑𝑜𝑖𝑛𝑔 𝑡ℎ𝑒 𝐴𝐼 𝑎𝑠𝑠𝑖𝑠𝑡𝑒𝑑 𝑟𝑒𝑣𝑜𝑙𝑢𝑡𝑖𝑜𝑛𝑠 𝑟𝑒𝑎𝑙𝑙𝑦 ℎ𝑒𝑙𝑝𝑒𝑑 𝑚𝑒 𝑡𝑜 𝑙𝑒𝑎𝑟𝑛 ℎ𝑜𝑤 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝐴𝐼𝑠 𝑤𝑜𝑟𝑘. 𝑁𝑜𝑡𝑒𝑏𝑜𝑜𝑘𝐿𝑀 𝑤𝑎𝑠 𝑏𝑦 𝑓𝑎𝑟 𝑡ℎ𝑒 𝑚𝑜𝑠𝑡 𝑢𝑠𝑒𝑓𝑢𝑙 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 𝑜𝑓 ℎ𝑜𝑤 𝑦𝑜𝑢 𝑐𝑎𝑛 𝑢𝑝𝑙𝑜𝑎𝑑 𝑦𝑜𝑢𝑟 𝑜𝑤𝑛 𝑠𝑜𝑢𝑟𝑐𝑒𝑠. 𝑇ℎ𝑖𝑠 𝑖𝑠 𝑠𝑢𝑐ℎ 𝑎 𝑔𝑎𝑚𝑒 𝑐ℎ𝑎𝑛𝑔𝑒𝑟 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 𝐴𝐼 𝑐𝑎𝑛 𝑝𝑢𝑙𝑙 𝑡ℎ𝑖𝑛𝑔𝑠 𝑓𝑟𝑜𝑚 𝑚𝑖𝑙𝑙𝑖𝑜𝑛𝑠 𝑜𝑓 𝑝𝑙𝑎𝑐𝑒𝑠 𝑏𝑢𝑡 𝑁𝑜𝑡𝑒𝑏𝑜𝑜𝑘𝐿𝑀 𝑎𝑙𝑙𝑜𝑤𝑠 𝑦𝑜𝑢 𝑡𝑜 𝑢𝑝𝑙𝑜𝑎𝑑 𝑡ℎ𝑒 𝑑𝑜𝑐𝑢𝑚𝑒𝑛𝑡𝑠 𝑎𝑛𝑑 𝑡ℎ𝑖𝑛𝑔𝑠 𝑡ℎ𝑎𝑡 𝑦𝑜𝑢 𝑛𝑒𝑒𝑑 𝑦𝑜𝑢𝑟 𝑟𝑒𝑠𝑒𝑎𝑟𝑐ℎ 𝑡𝑜 𝑠𝑡𝑒𝑚 𝑓𝑟𝑜𝑚.

𝑇ℎ𝑒 𝑢𝑠𝑒 𝑜𝑓 𝐴𝐼 ℎ𝑎𝑠 𝑛𝑜𝑡 𝑜𝑛𝑙𝑦 𝑏𝑒𝑐𝑜𝑚𝑒 𝑎 ℎ𝑢𝑔𝑒 𝑝𝑎𝑟𝑡 𝑜𝑓 𝑡ℎ𝑖𝑠 𝐸𝑛𝑔𝑙𝑖𝑠ℎ 𝑐𝑜𝑢𝑟𝑠𝑒 𝑏𝑢𝑡 𝐼'𝑣𝑒 𝑓𝑜𝑢𝑛𝑑 𝑖𝑡 𝑡𝑜 𝑏𝑒 𝑣𝑒𝑟𝑦 𝑢𝑠𝑒𝑓𝑢𝑙 𝑖𝑛 𝑚𝑦 𝐴𝑃 𝑐𝑙𝑎𝑠𝑠𝑒𝑠 𝑎𝑡 𝑠𝑐ℎ𝑜𝑜𝑙 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 𝑡ℎ𝑒𝑟𝑒'𝑠 𝑠𝑜 𝑚𝑎𝑛𝑦 𝑑𝑜𝑐𝑢𝑚𝑒𝑛𝑡𝑠 𝑡𝑜 𝑎𝑛𝑎𝑙𝑦𝑧𝑒 𝑓𝑟𝑜𝑚 𝑒𝑎𝑐ℎ 𝑐𝑜𝑢𝑟𝑠𝑒. 𝑀𝑦 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑤𝑟𝑖𝑡𝑖𝑛𝑔 𝑖𝑠 𝑤𝑎𝑦 𝑚𝑜𝑟𝑒 𝑝𝑜𝑙𝑖𝑠ℎ𝑒𝑑 𝑎𝑛𝑑 𝑐𝑙𝑒𝑎𝑟 𝑡ℎ𝑎𝑛 𝑖𝑡 𝑢𝑠𝑒𝑑 𝑡𝑜 𝑏𝑒 𝑑𝑢𝑒 𝑡𝑜 𝑡ℎ𝑒 𝐴𝐼 𝑠𝑘𝑖𝑙𝑙𝑠 𝐼’𝑣𝑒 𝑙𝑒𝑎𝑟𝑛𝑒𝑑.